Problem-Based Learning Environment In Basic Computer Course: Pre-Service Teachers Achievement And Key Factors For Learning

Abstract

This experimental study aims to determine pre-service teachers achievements and key factors that affect the learning process with regard to problem-based learning (PBL) and lecture-based computer course (LBCC) conditions. The research results showed that the pre-service teachers in the PBL group had significantly higher achievement scores than those in the LBCC group. Moreover, challenging, creativity, cognitive and affective attainments, and group aspects are regarded as positive learning keys in the PBL group; by contrast, in the LBCC group, the ease of learning and effective learning are found as positive learning keys, while superficial learning and adverse affective aspects are negative learning keys. Finally, these findings are discussed in terms of pre-service teachers learning and skills and also the learning approaches used in the study.

Validity and Reliability of Collaborative Based Science Learning Model to Improve Critical Thinking Skill and Responsibility of Junior High School Students

“…The aspects of advance knowledge from CBSL models include: 1) CBSL models is built to meet the state of the art of knowledge by improving weaknesses based on the recommendations of existing researchers: a) PBL model [14][15][16][17][18][19][20][21][22][23], b) Inquiry modes [24][25][26], and c) POGIL [27][28][29][30][31]. 2) By using the theoretical foundations of educational psychology figures listed in the standard book [10,[32][33][34].…”

“…6) The existence of consistency between theory support and empirical support for the development of Collaborative Problem Based Learning (CBSL) model (Supported by the theory of: Independent positive, Constructivism socio-cognitive theories, cognitive theories of learning, behavioral theories of learning, and motivation theories of learning, and supported by an empirical foundation and a standard reference to the need of innovative models to improve critical thinking skill and responsibility). 7) The CBSL model is built consistently and logically to correct the weaknesses based on the recommendations of existing researchers that are: PBL [14][15][16][17][18][19][20][21][22][23]; b) The Inquiry Model [24][25][26]; c) POGIL [27][28][29][30][31]. 8) The CBSL model that was built on the theory of educational psychology figures listed in standard books [10,[32][33][34] The results of this study supported the results of previous research that innovative learning models must fulfill the valid criteria can be implemented to find the practicality and effectiveness of learning models developed [35][36].…”

Innovative chemistry learning model: Improving the critical thinking skill and self-efficacy of pre-service chemistry teachers

“…He put forward the perspective that schooling should be a laboratory for solving real-life problems (authentic problems). Problem Based Learning (PBL) Model has a general purpose to improve the skills of inquiry and problem-solving skills, behavior and social skills according to the role of adults, the skills to learn independently (Ageorges, Bacila, Poutot & Blandin, 2014;Arends, 2012;Birgili, 2015;Efendioglu, 2015;Klegeris, Bahniwal & Hurren;Skinner, Braunack-Mayer & Winning, 2015;Purichia, 2015;Temel, 2014). The results of Yuzhi (2003) aims to teach chemistry analysis and analysis of playing a role in analytical chemistry through PBL.…”

The effectiveness of problem-based thematic learning module to improve primary school student’s critical thinking skills

“…According to Cargas et al (2017) and Goldstein, Burke, Getz, and Kennedy (2011) bringing a real-life problem to the classroom will help student active in discussions, training students to communicate well, and help them understand the difficult concepts. Some studies also state that problembased learning as one of student-centered learning model can involve students' active in the learning process (Efendioglu, 2015;Hamburg & Vladut, 2016). The problem used will create a better learning atmosphere which can encourage the student to solve the problem in various ways in collaborative (Gallagher, Stepien, & Rosenthal, 1992;Siew & Mapeala, 2016).…”