“I Have Never Had A PBL Like This Before”

Abstract


 
 
 Video and co-design can be powerful tools to enrich problem-based learning experiences. We explore how a teacher and researcher engaged in co-design of a PBL experience focused on human-centered robotics as well as the resulting design. They explored the question “How can we design a robot that serves a need in our local community?” We highlight three aspects of the most recent iteration of our PBL curriculum that we have identified as central to its success. These three elements include: 1) co-design experiences that occurred before and during unit implementation, 2) the use of shared video viewing and analysis both in co-design and with student groups in the classroom, and 3) the bringing of local stakeholders into the classroom to work closely with students. These three aspects of our curriculum are positioned here as takeaways for researchers and educators working to design, implement, and study PBL.
 Acknowledgments: This research was supported by the National Science Foundation through ITEST grant #1433414. Any opinions, findings, conclusions, or recommendations expressed in this report are those of the authors, and do not necessarily represent the official views, opinions, or policy of the National Science Foundation. A special thanks to Dr. Selma Šabanovic, principal investigator, and Dr. Matt Francisco for their contributions to this work.
 
 

Effect of Problem-Based Learning on Developing Science Process Skills and Learning Achievement on the topic of Safety in Our Environment

“…The PBL approach was at first used in the field of medicine where a problem was the triggering motivator for students' learning (Baumgartner & Zabin, 2008;Barrows & Tamblyn, 1980;Rahayu et al, 2019). After showing promising results in developing various skills in students like creativity, problem-solving, self-directed learning, and science processes, PBL was then adopted in other fields including education (Balım et al, 2016;Gomoll et al, 2020;Hung, 2016). Studies that have compared PBL with traditional approaches to teaching offer factual insights into the relative value of the PBL approach as a means of reaching student mastery of curricular content (Hidayat et al, 2020;Zhao et al, 2020).…”