Introduction: studies on the learning process in the one-day, one-problem approach to problem-based learning

Rotgans, Jerome I.; O'Grady, Glen; Alwis, W. A. M.

doi:10.1007/s10459-011-9299-y

Cited by 14 publications

(7 citation statements)

References 29 publications

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“…Various interpretations that deviate from the original PBL approach to the curriculum have emerged and many different modes of PBL can be distinguished (Savin-Baden, 2004;Schmidt, Van der Molen, Te Winkel, & Wijnen, 2009;Taylor & Miflin, 2008). What counts as pure or as hybrid PBL (Hung, 2011;Savin-Baden, 2000; and the development of new models like the "one-day-one-problem" model of PBL (Rotgans, O'Grady, & Alwis, 2011) complicate the discussion about what PBL really is. In spite of the fact that different interpretations of PBL exist, several common factors can be identified (Dolmans, De Grave, Wolfhagen, & Van der Vleuten, 2005).…”

Section: Problem-based Learningmentioning

confidence: 99%

The Impact of Concept Mapping on the Process of Problem-based Learning

Zwaal¹,

Otting²

2012

Interdisciplinary Journal of Problem-Based Learning

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A concept map is a graphical tool to activate and elaborate on prior knowledge, to support problem solving, promote conceptual thinking and understanding, and to organize and memorize knowledge. The aim of this study is to determine if the use of concept mapping (CM) in a problem-based learning (PBL) curriculum enhances the PBL process. The paper reports on two studies. The first study was conducted with four PBL groups, with two groups using concept mapping. In the second study, three of seven groups were assigned to use concept mapping. All PBL groups were audio-and videotaped. Results show that concept mapping did not lead to more or better matching learning goals. Neither did it affect the time spent on step 4 of the seven-step method. When evaluating the PBL session, students working with concept mapping were more satisfied with the execution of step 4, the decision-making process, and the communication within the group. Though indications exist that concept mapping might be a useful tool to enhance the process of PBL, further research is needed, controlling for the impact of the quality of the problems and the tutor interventions.

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Section: Problem-based Learningmentioning

confidence: 99%

The Impact of Concept Mapping on the Process of Problem-based Learning

Zwaal¹,

Otting²

2012

Interdisciplinary Journal of Problem-Based Learning

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“…This was because PBL encouraged students' cognition to understand material in greater depth so that students not only got basic knowledge, but could also feel how they used knowledge to solve real-world problems. In addition, the PBL model aims to improve student performance to work in teams to collaborate so that their ability can be coordinated to access information and turn it into appropriate knowledge (Rotgans et al, 2011). PBL empowers critical thinking skills and directly relates to real problems that are real faced (Yew & Goh, 2016).…”

Section: Question Answermentioning

confidence: 99%

Comparison of Problem Based Learning and Realistic Mathematics Education to Improve Students Academic Performance

Batlolona

Laurens

Leasa

et al. 2019

JPP

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Comparison of problem based learning and realistic mathematics education to improve student academic performance. Objectives: The aim of this study was to see an increase in the academic performance of island students in Ambon City by applying the problem based learning (PBL) learning model and realistic mathematics education (RME). Methods: This research was in the form of a descriptive qualitative study with a case study approach and a sample of 116 students. Findings: There was a significant increase in student academic performance at each meeting and learning outcomes with PBL were higher than RME. Conclusion: The PBL model is more effective in increasing students' academic performance than RME because students were facilitated with onlinebased media in PBL when compared to RME, so that it can attract students' attention in learning and have a significant impact on student academic performance. Abstrak: Perbandingan pembelajaran berbasis masalah dan pendidikan matematika realistik untuk meningkatan performa akademik siswa. Tujuan:Adapun tujuan dalam penelitian ini adalah melihat peningkatan prestasi akademik siswa kepulauan di Kota Ambon dengan menerapkan model pembelajaran problem based learning (PBL) dan realistic mathematics education (RME). Metode: Penelitian ini berupa studi kualitatif deskriptif dengan pendekatan studi kasus dan sampel penelitian sebanyak 116 siswa. Temuan: Terjadi peningkatkan yang cukup signifikan untuk performa akademik siswa pada setiap pertemuan dan hasil belajar dengan PBL lebih tinggi bila dibandingkan dengan RME. Kesimpulan: Model PBl lebih efektif dalam meningkatan performa akademik siswa dibandingkan dengan RME, hal ini karena pada PBL siswa difasilitasi dengan media berbasis online bila dibandingkan dengan RME, sehingga dapat menarik perhatian siswa dalam belajar dan berdampak signifikan pada prestasi akademik siswa.

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“…In 2009, another overseas study trip off ered one possible solution. Members of the reference group, including one of the authors, encountered the "One Day, One Problem" model pioneered at Republic Polytechnic, Singapore (see Rotgans, O'Grady, & Alwis 2011).…”

Section: Problem-based Learning (2010-2015)mentioning

confidence: 99%