Problem‐Based Learning: a framework for prospective teachers’ pedagogical problem solving

Simone, Christina De

doi:10.1080/13664530802259206

Cited by 34 publications

(25 citation statements)

References 10 publications

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“…Problem-based instruction poses special challenges in terms of how to best prepare teachers to enact the ideals of reform (De Simone 2008;Ertmer and Simons 2006;Pourshafie and Murray-Harvey 2013). One implication of this study for teacher education is that discussions about launching a problem should include analyses of the implicit assumptions that underlie the PSTs' and ISTs' perspectives.…”

Section: Resultsmentioning

confidence: 98%

Prospective and in-service teachers’ perspectives about launching a problem

González

Eli

2015

J Math Teacher Educ

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Launching a problem is critical in a problem-based lesson. We investigated teachers' perspectives on the use of a problem that was analogous to the one provided during a launch. Our goal was to identify teachers' underlying assumptions regarding what should constitute a launch as elements of the practical rationality of mathematics teaching. We analyzed data from four focus groups that consisted of prospective (PST) and in-service (IST) teachers who viewed animated vignettes of classroom instruction. We applied Toulmin's scheme to model the arguments that were evident in the transcriptions of the discussions. We identified nine claims and 13 justifications for those claims, the majority of which were offered by the ISTs. ISTs' assumptions focused on reviewing, providing hints, and not confusing students, whereas PSTs' assumptions focused on motivation and student engagement. Overall, the assumptions were contradictory and supported different strategies. The assumptions also illustrated different stances regarding how to consider students' prior knowledge during a launch. We identified a tension between ensuring that students could begin a problem by relying on the launch and allowing them to struggle with the problem by limiting the information provided in the launch. This study has implications for teacher education because it identifies how teachers' underlying assumptions may affect their decisions to enable students to engage in productive struggle and exercise conceptual agency.

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Section: Resultsmentioning

confidence: 98%

Prospective and in-service teachers’ perspectives about launching a problem

González

Eli

2015

J Math Teacher Educ

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“…Yapılandırmacı öğrenme ortamlarında, öğrencilerin etkin bir biçimde öğrenmelerini sağlayabilecek yöntemlerden birisi probleme dayalı öğrenmedir (PDÖ) (Gabler & Schroeder, 2003;Jonassen, 2006;McPhee, 2002;Simone, 2008). Bu yöntem, öğrencilere, problemlere dayalı bağlamlarda, araştırarak ve öğrenme sorumluluğu alarak öğrenme olanağı vermektedir (Demirel & Arslan Turan, 2010).…”

Section: Introductionunclassified

The Evaluation of Researches Related to Problem Based Learning in Teacher Education

Yurtseven¹,

Oğuz²

2016

Journal of Theoretical Educational Science

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ABSTRACT:The purpose of this research is to evaluation of the researches related to the problem-based learning (PBL) in teacher education in Turkey. A case study method was used in this study. Its population consists of the 23 articles, 11 master and 16 doctoral theses that made related to problem-based learning in teacher education between the years of 2002-2013 in Turkey. The researches were investigated the distributions in terms of "type, publication year, sample characteristics, models, data collection methods and tools, the variables studied and the data obtained". The data were evaluated by calculating the percentage and frequency values. According to the findings; It is observed that the researches intensified especially in the last five years, the majority of them were carried out with students, they were carried out most of the researches in program of Science Education. It is observed that experimental models were mostly used as model, mixed (qualitative and quantitative) methods were used as data collection methods and mostly surveys were used as means of data collection. Mostly that was studied by variables of academic achievement, attitude, scientific treatment process and problem-solving skills. It is observed that PBL has mostly positive effects on these variables. In line with these findings, some of the proposals may contribute to future researches have been developed. Keywords: problem-based learning; teacher training; scientific research Extended AbstractPurpose and Significance: In the learning environments, with constructivist approach, one method that effectively allows the students to learn is problem-based learning (PBL). However, in order to use this method effectively, teachers must have gained the necessary knowledge and skills in teacher education programs. In this context, there are various studies conducted on the PBL in Turkey. However, made on problem-based

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“…A modular curriculum is designed as opposite to the traditional curriculum in that the former is composed of teaching contents and teaching methods corresponding to one of the qualities required by standards of talents (Professional specifications or job specifications ) while the latter is made of contents required by the logical systems of the subjects themselves and learning time [5]. A modular curriculum has its owns advantages.…”

Section: A Basic Features Of Modular Curriculum and Modular Curriculmentioning

confidence: 99%

Assumption of Modular Courses in the Surface Electromyography Courses

Peng¹,

Chen²,

Fang³

et al. 2013

IJIET

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Abstract-The construction of modular courses should be highlighted for application oriented universities, while the traditional professional training system should be less concentrated. Based on the quality requirements of different professions, universities should establish a corresponding modular curriculum system and the market to satisfy students training to the maximum, and realize further the matching between graduates and their future jobs. Meanwhile, effective protection and incentive measures should be adopted for universities to ensure its openness and smooth operation of the modular courses market. In this paper, taking the basic content in "Surface EMG" of rehabilitation of muscle function for an example, it shows the "modular" courses between social sports (major) and rehabilitation medicine (major) of Luzhou Medical College.Index Terms-Modular curriculum, courses market, surface electromyography.

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Problem‐Based Learning: a framework for prospective teachers’ pedagogical problem solving

Cited by 34 publications

References 10 publications

Prospective and in-service teachers’ perspectives about launching a problem

Prospective and in-service teachers’ perspectives about launching a problem

The Evaluation of Researches Related to Problem Based Learning in Teacher Education

Assumption of Modular Courses in the Surface Electromyography Courses

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