Preparing Problem Solvers for the 21st Century through Problem-Based Learning

Edens, Kellah M.

doi:10.1080/87567550009595813

Cited by 162 publications

(102 citation statements)

References 5 publications

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“…In PBL, entire courses and individual topics within courses are introduced with complex open-ended focus problems whose solutions will require the knowledge and skills set forth in the course learning objectives [21,50,58,90]. The students (generally working in groups) carry out the following steps.…”

Section: B Problem-based Learningmentioning

confidence: 99%

Designing and Teaching Courses to Satisfy the ABET Engineering Criteria

Felder

Brent

2003

J of Engineering Edu

621

428

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Since the new ABET accreditation system was first introduced to American engineering education in the middle 1990s as Engineering Criteria 2000, most discussion in the literature has focused on how to assess Outcomes 3a-3k and relatively little has concerned how to equip students with the skills and attitudes specified in those outcomes. This paper seeks to fill this gap. Its goals are to (1) overview the accreditation process and clarify the confusing array of terms associated with it (objectives, outcomes, outcome indicators, etc.); (2) provide guidance on the formulation of course learning objectives and assessment methods that address Outcomes 3a-3k; (3) identify and describe instructional techniques that should effectively prepare students to achieve those outcomes by the time they graduate; and (4) propose a strategy for integrating programlevel and course-level activities when designing an instructional program to meet the requirements of the ABET engineering criteria.

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Section: B Problem-based Learningmentioning

confidence: 99%

Designing and Teaching Courses to Satisfy the ABET Engineering Criteria

Felder

Brent

2003

J of Engineering Edu

621

428

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“…Students interpret, gather new information, identify possible solution and method, develop problem solving skill, collaborate, discuss and compare ideas to come up with their conclusion. The PBL developed at McMaster University four decades ago (Barrows & Tamblyn, 1976, 1980, has grown as an interactive instructional strategy in medicine, engineering, and education (Edens, 2000;Edwards & Hammer, 2004;Eldredge, 2004;Fink etal., 2002;Jones, 2006;Şahin, 2009a;Selcuk & Şahin, 2008;Stonyer & Marshall, 2002). In addition, PBL has equally been used in physical science subjects like physics (Duch, 1996;Iroegbu, 1998;Raine & Collett, 2003;Şahin, 2007;Şahin, 2009b;Şahin & Yörek, 2009).…”

Section: Introductionmentioning

confidence: 99%

Blended Learning and Problem-Based Learning Instructional Strategies as Determinants of Senior Secondary School Students’ Achievement in Algebra

Ojaleye

Awofala

2018

International Journal of Research in Education and Science

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“…These skills are clearly interrelated in a variety of ways, and the development of problemsolving skills especially is often tackled through collaborative approaches. There are a variety of such pedagogical approaches, including group work and brainstorming, collaborative and co-operative work, and inquiry-based and problem-based learning (Brears, MacIntyre, & O'Sullivan, 2010;Campisi & Finn, 2011;Edens, 2000;Madhuri, Kantamreddi, & Prakash Goteti, 2012); these educational strategies are often driven by an emphasis on providing students with the skills and attributes to become "self-determined" and "highly autonomous" life-long learners (Blaschke, 2012, p. 56).…”

mentioning

confidence: 99%

Collaborative Learning in Problem Solving: A Case Study in Metacognitive Learning

Wismath

Orr

2015

cjsotl-rcacea

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Problem solving and collaborative communication are among the key 21st century skills educators want students to develop. This paper presents results from a study of the collaborative work patterns of 133 participants from a university level course designed to develop transferable problem-solving skills. Most of the class time in this course was spent on actually solving puzzles, with minimal direct instruction; students were allowed to work either independently or in small groups of two or more, as they preferred, and to move back and forth between these two modalities as they wished. A distinctive student-driven pattern blending collaborative and independent endeavour was observed, consistently over four course offerings in four years. We discuss a number of factors which appear to be related to this variable pattern of independent and collaborative enterprise, including the thinking and learning styles of the individuals, the preference of the individuals, the types of problems being worked on, and the stage in a given problem at which students were working. We also consider implications of these factors for the teaching of problem solving, arguing that the development of collaborative problem solving abilities is an important metacognitive skill. La résolution des problèmes et la communication collaborative sont parmi les compétences clés que les éducateurs du XXIe siècle veulent que leurs étudiants acquièrent. Cet article présente les résultats d’une étude menée sur les modèles de travail collaboratif de 133 participants d’un cours universitaire conçu pour développer des compétences en matière de résolution des problèmes. La plupart des activités de classe de ce cours ont été consacrées à résoudre réellement des casse-tête avec un minimum de directives; les étudiants avaient la permission de travailler soit indépendamment soit en petits groupes de deux ou plus, selon leur préférence, et de passer de l’une à l’autre de ces modalités, comme ils voulaient. On a observé un modèle distinct dirigé par les étudiants eux-mêmes qui était un mélange de travail collaboratif et de travail indépendant, et ce dans quatre cours séparés offerts en quatre ans. Nous discutons un certain nombre de facteurs qui semblent être liés à ce modèle variable d’entreprise indépendante et collaborative, y compris les styles de réflexion et d’apprentissage des individus, les préférences des individus, les types de problèmes sur lesquels les étudiants ont travaillé et l’étape, lors de la résolution d’un problème donné, où les étudiants travaillaient. Nous prenons également en considération les implications de ces facteurs pour l’enseignement de la résolution de problèmes et nous discutons le fait que le développement de compétences pour la résolution de problèmes en collaboration est une compétence métacognitive importante.

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Preparing Problem Solvers for the 21st Century through Problem-Based Learning

Cited by 162 publications

References 5 publications

Designing and Teaching Courses to Satisfy the ABET Engineering Criteria

Designing and Teaching Courses to Satisfy the ABET Engineering Criteria

Blended Learning and Problem-Based Learning Instructional Strategies as Determinants of Senior Secondary School Students’ Achievement in Algebra

Collaborative Learning in Problem Solving: A Case Study in Metacognitive Learning

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