Guest Editors' Introduction

Williams, Susan Millar; Hmelo, Cindy E.

doi:10.1080/10508406.1998.9672055

Cited by 10 publications

(3 citation statements)

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“…Learning is an active, interpretive, iterative process (Tobin, 1990). Moreover, there is a growing sense that learning is contextualized and that learners construct knowledge by solving genuine and meaningful problems (Brown, Collins, & Duguid, 1989;Polman, 1999;Roth, 1995;Wenger, 1998;Williams & Hmelo, 1998). Experiences in the school laboratory can provide such opportunities for students if the expectations of the teacher enable them to engage intellectually with meaningful investigative experiences upon which they can construct scientific concepts within a community of learners in their classroom (Penner, Lehrer, & Schuble, 1998;Roth & Roychoudhury, 1993).…”

Section: Models Of Learning and Their Applicationmentioning

confidence: 99%

The laboratory in science education: Foundations for the twenty‐first century

2003

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ABSTRACT:The laboratory has been given a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities. Twenty years have been elapsed since we published a frequently cited, critical review of the research on the school science laboratory (Hofstein & Lunetta, Rev. Educ. Res. 52(2), 201 -217, 1982). Twenty years later, we are living in an era of dramatic new technology resources and new standards in science education in which learning by inquiry has been given renewed central status. Methodologies for research and assessment that have developed in the last 20 years can help researchers seeking to understand how science laboratory resources are used, how students' work in the laboratory is assessed, and how science laboratory activities can be used by teachers to enhance intended learning outcomes. In that context, we take another look at the school laboratory in the light of contemporary practices and scholarship. This analysis examines scholarship that has emerged in the past 20 years in the context of earlier scholarship, contemporary goals for science learning, current models of how students construct knowledge, and information about how teachers and students engage in science laboratory activities.

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Section: Models Of Learning and Their Applicationmentioning

confidence: 99%

The laboratory in science education: Foundations for the twenty‐first century

2003

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“…PBL is one of the most innovative aspects of pedagogy implemented in education due to its effectiveness in facilitating students' problem-solving and self-directed learning (Hung et al, 2008;Pyper, 2021), specifically as reported in medical education (Barrows & Tamblyn, 1980;Schmidt, 1983). It has also gained Asif, Ali & Jamil popularity across other disciplines in higher education and K-12 education settings (Barrows, 2000;DeLuca et al, 2015;Gallagher et al, 1992;Hmelo et al, 2003;Hmelo-Silver, 2004;Williams & Hmelo, 1998;Torp and Sage, 2002). The adoption of PBL in K-12 education emerged gradually during 1990s (Hung et al, 2008) and has been used globally in a diverse educational settings, including vocational schools (Boud and Feletti, 1991;Gijselaers et al, 1995;Wilkerson & Gijselaers, 1996) According to Mouse et al (2005), PBL has been frequently integrated into disciplines of biology, biochemistry, calculus, chemistry, economics, physics, art history, educational psychology, leadership education, criminal justice, nutrition and diets, and in a variety of domains of post-secondary education.…”

Section: Pbl In Secondary Educationmentioning

confidence: 99%

Problem-Based Learning in Blended Classrooms: An Approach in Covid 19 Emergency Situation

Muhammad

2024

JoEED

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This research paper, reports the findings of using problem-based learning approach in Blended Learning (BL) environment, while practicing grade 9 mathematical problems by fifty grade 9 students. This three week program was framed in contrast of traditional schooling, intending as enrichment and not remediation, for science group students’ practices in mathematics. The study was framed through formative experiment research method and practiced at public sector Higher Secondary School Jehangira district Swabi, aiming to explore the advantages and hazards of PBL model when applied in BL environment. The data was collected through an open ended self-developed questionnaire and was analyzed by using simple frequency distribution. The results achieved were mostly positive such as students found productive PBL approach through WhatsApp application like solving examples helped them in solving other problems, course work was completed timely, and using smart phone with peers in groups helped in better understanding the problems. But showed some concerns such as poor availability of network/internet services or non-affordability of having smart phone or internet packages, and parents showed unwillingness for using smart phone/internet. On the basis conclusion, it was suggested that these issues can be resolved by teaming up with parents alongside convincing head of the institute.

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“…The realization in a constructivist learning environment that learning is contextualized, whereby students construct knowledge by solving meaningful problems [18][19][20][21], points to the need for instructional approaches that emphasize particular instances as manifestations of generalized phenomena. In other words, the learning of science could begin with the actual observation of examples that are meant to illustrate the nature of the relationships that constitute the theoretical basis of scientific concepts and processes.…”

Section: Introductionmentioning

confidence: 99%

The Use of Graphical Analysis with Microcomputer-Based Laboratories to Implement Inquiry as the Primary Mode of Learning Science

Espinoza

2007

Journal of Educational Technology Systems

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The laboratory-learning environment needs to become more exploratory and undergo a transformation from its traditional confirmatory role in the learning of science. This is necessary to effectively allow students to achieve scientific literacy. The availability of powerful tools for data collection and analysis provides an opportunity for students to engage in activities similar to those found in scientific work. An investigation of science teachers' use of microcomputer-based laboratories in inquiry-based activities shows the benefits inherent in the technology; in particular, an improvement in performance on content-related tasks and in using process skills necessary for inquiry-based learning was found. The ability to correctly predict the outcome of an experiment is strongly correlated with the agreement between different modalities used in the prediction. Thus, performance on science tasks using graphical analysis can be enhanced by the described methodology; recommendations are offered for successful implementation of inquiry-based instruction.

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Guest Editors' Introduction

Cited by 10 publications

References 0 publications

The laboratory in science education: Foundations for the twenty‐first century

The laboratory in science education: Foundations for the twenty‐first century

Problem-Based Learning in Blended Classrooms: An Approach in Covid 19 Emergency Situation

The Use of Graphical Analysis with Microcomputer-Based Laboratories to Implement Inquiry as the Primary Mode of Learning Science

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