Problem-based Learning - An Efficient Learning Strategy in the Science Lessons Context

Gorghiu, Gabriel; Drăghicescu, Luminiţa Mihaela; Cristea, Sorin; Petrescu, A; Gorghiu, Laura Monica

doi:10.1016/j.sbspro.2015.04.570

Cited by 110 publications

(87 citation statements)

References 1 publication

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“…It came out that teachers used both the demonstration method and hands on approach. The results of this study confirm what was found by Gorghiu, Draghicescu, Cristea, Petrescu and Gorghiu (2015) in Turkey. The finding of the current study indicated that only one school used an ecological garden when teaching Biology practical lessons.…”

Section: Discussionsupporting

confidence: 92%

Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Mwangu

Sibanda

2017

Academic Journal of Interdisciplinary Studies

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Section: Discussionsupporting

confidence: 92%

Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Mwangu

Sibanda

2017

Academic Journal of Interdisciplinary Studies

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“…19 (Lin, 2017) Reading comprehension significantly improved alongside strategy used in identification of subject matter within participants. 20 (Gorghiu, Drăghicescu, Cristea, Petrescu, & Gorghiu, 2015) PBL approach increased students understanding of Science concepts and made students take ownership of their learning. 21 (Widyatiningtyas, Kusumah, Sumarmo, & Sabandar, 2015) Significantly impacted their mathematics critical thinking within school level plus prior mathematical abilities by using PBL approach.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Problem Based Learning in Education*

Zakaria¹,

Maat²,

Khalid³

2019

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The implementation of problem-based learning method in education within various disciplines of knowledge cannot be denied. The method is able to improve the traditional learning paradigm accommodating to the 21st century learning. The main aim of this review is to investigate the findings of studies related to the disciplines involving Problem Based Learning and its effects on education. The study uses a systematic approach analysis and synthesizes 43 articles from the year 2015 until 2018 including peer review articles and full text articles from ERIC and Google Scholar. It shows that the quantitative approach is the most used research method in investigating the disciplines applying PBL and the effects of such method towards education. This review involves various levels of education that use PBL as a method of teaching and learning. Overall, the results of this study show that Mathematics education is the discipline that uses PBL the most in teaching and learning. By and large, 95% of its users believe that PBL has positive impacts towards education and can be used as an alternative method at any level of education.

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“…The Problem-Based Learning model according to Tan (2003) connects inquiry, self-learning, information gathering, and problem-solving in an integrated way. One contextual learning model that can improve scientific argumentation skill is Problem-Based Learning Model (PBL) (Gorghiu, et al, 2015;Tan, 2004).…”

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confidence: 99%

Effectiveness of Problem-Based Learning Module as An Instructional Tool in Improving Scientific Argumentation Skill

2018

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Scientific argumentation skill required to be mastered in this era. Unfortunately many students still have strunggle improving their scientific argumentation skills. This study was aimed at describing the effectiveness of ecosystem module grounded in Problem-Based Learning in improving scientific argumentation skills. This research was part of the field testing of R&D, a research and development previously conducted. Research participants included tenth grade senior high school students. Two classes were selected as a control and experiment class. The control class (existing) did not use the module but the experiment class use the module (module class) grounded in Problem Based Learning implemented. Data were collected from written tests and observations. Data analysis used the scoring rubric of scientific argumentation skill aspect which their results were tested with Gain test and independent T-test. The findings showed an increase in scores of the four aspects of scientific argumentation skills from the module class. The highest percentage of aspect was rebuttal aspect (27.27%) followed by evidence 26,06% and reasoning 23.94%, while the aspect of claim increased by 20.61%. The independent t-test results showed that there was a significant difference between pre-test and post-test results of the module class. It can be concluded that the ecosystem module with problem-based learning material was effective to improve students’ scientific argumentation skills. The product of this reasearch can be use as a tools to improve students’ scientific argumentation skills.

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Problem-based Learning - An Efficient Learning Strategy in the Science Lessons Context

Cited by 110 publications

References 1 publication

Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

A Systematic Review of Problem Based Learning in Education*

Effectiveness of Problem-Based Learning Module as An Instructional Tool in Improving Scientific Argumentation Skill

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