The Effect of Problem-Based Learning Method Supported by Web 2.0 Tools on Academic Achievement and Critical Thinking Skills in Teacher Education

Hürsen, Çiğdem

doi:10.1007/s10758-020-09458-2

Cited by 79 publications

(70 citation statements)

References 28 publications

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“…According to Susilawati (2017), PBL is a learning model that requires students' mental activities to grasp a concept through situations and issues at initial learning to stimulate students in solving problems (Susilawati et al, 2017;Hursen, 2020). PBL models establish discussion activities more interesting than the regular ones.…”

Section: Problem-based Learning Model (Pbl)mentioning

confidence: 99%

Profile of Student Analytical Thinking Skills in the Natural Sciences by Implementing Problem-Based Learning Model

Suyatman

Saputro

Sunarno

et al. 2021

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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Analytical thinking skills are critical thinking skills and higher-order thinking skills that meet students’ demands in the 21st century. This study aims to analyze the student’s analytical thinking skills in the natural sciences, particularly in new and renewable energy. This study was a sequential explanatory design with quantitative and qualitative methods. Data was obtained from the interview, observation, and essay test to students of the Madrasah Ibtidaiyah Teacher Education Program Study at IAIN Surakarta (Indonesia) to determine a characteristic of the students’ analytical thinking skills. The results showed that the mean scores of the pre-test, post-test, and effect size were 54.34, 74.91, and 2.91, respectively. These results revealed that analytical thinking skills in the concept of new and renewable energy in the experimental group were higher than the control group. Innovative learning like PBL had a potential as the alternative method to increase the analytical thinking skills of student. These findings were expected to provide a general characteristic to lecturers and researchers on the students’ analytical thinking skills in higher education in the natural sciences, particularly in the concept of new and renewable energy by implementing the Problem Based Learning (PBL) model.

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Section: Problem-based Learning Model (Pbl)mentioning

confidence: 99%

Profile of Student Analytical Thinking Skills in the Natural Sciences by Implementing Problem-Based Learning Model

Suyatman

Saputro

Sunarno

et al. 2021

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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“…İş birliğine dayalı ve probleme dayalı tasarlanan öğrenme ortamlarının, ders başarısını artırdığı (Chávez, Gámiz-Sánchez & Cañas Vargas, 2020;Gündüz, Alemdağ, Yasar ve Erdem, 2016;Hursen, 2020;Orji & Ogbuanya, 2018); problem çözme, eleştirel düşünme, kendi kendine öğrenme ve yaşam boyu öğrenme becerilerini geliştirdiği (Othman & Muhd-Zain, 2015;Saputra, Joyoatmojo, Wardani & Sangka, 2019;Suarniati, Ardhana, Hidayah & Handarini, 2019;) bulunmuştur. Ayrıca öğrencilerin iş birliğine dayalı ve probleme dayalı tasarlanan öğrenme ortamlarına ilişkin olumlu görüş bildirdiği (Chung, Yeh & Chen, 2016;Ferreira & Trudel, 2012; Uzun, Onur ve Alabay, 2020) bulunmuştur.…”

Section: İş Birliğine Dayalı Problem çöZme Yöntemiunclassified

Students’ Views on the Learning Environment Designed Based on Collaborative Problem Solving Method

Ünal

Çakır

2021

Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi

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Bu araştırmanın amacı, iş birliğine dayalı problem çözme yönteminin uygulandığı öğrenme ortamına ilişkin öğrencilerin görüşlerini belirlemektir. Bu amaçla meslek yüksekokulu bilgisayar programcılığı bölümü müfredatında yer alan Nesneye Dayalı Programlama I-II dersi iş birliğine dayalı problem çözme yöntemi ile tasarlanmış ve öğrencilerin bu ortama yönelik görüşleri araştırılmıştır. Araştırma nitel araştırma yöntemlerinden bütüncül tek durum deseni şeklinde tasarlanmıştır. Araştırmanın katılımcıları Nesneye Dayalı Programlama I-II dersini alan 33 öğrencidir. Öğrenciler gruplar halinde dersin başında kendilerine verilen iyi yapılandırılmamış problemleri çözerek bir yazılım geliştirmişlerdir. Dersin sonunda öğrencilerin iş birliğine dayalı problem çözme yönteminin uygulandığı öğrenme ortamına ilişkin görüşlerini belirlemek için araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu ile odak grup görüşmeler yürütülmüştür. Öğrencilerle yapılan odak grup görüşmeleri sonucunda, tasarlanan öğrenme ortamına ilişkin olarak, öğrenme ortamına ilişkin beğenilen yönler, öğrenme ortamında yaşanılan zorluklar/sıkıntılar, öğrenme ortamının diğer öğrenme ortamlarına göre avantajları, öğrenme ortamının kazandırdığı beceriler olmak üzere 4 tema bulunmuştur. Çıkan sonuçlara göre, birtakım önerilere yer verilmiştir.

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“…These new technologies support learning through Learning Management System (LMS) tools such as student portals, or Content Management Systems (CMS) such as Moodle, MOOCs, Blackboard, and Muse (Al-Samarraie & Saeed, 2018;Wang, Chen, & Khan, 2014). However, learners require knowledge and skills on how to use these Web 2.0-based learning support facilities (Hursen, 2020). Students of tertiary institutions struggle to acquire skills and awareness on how to use the new learning system (Rahimi, van den Berg, & Veen, 2015).…”

Section: Introductionmentioning

confidence: 99%

Challenges and Benefits of Web 2.0-based Learning among International Students of English during the Covid-19 Pandemic in Cyprus

Hassan¹,

Gamji²,

Nasidi³

et al. 2021

Preprint

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There has been an increased reliance on Web-based learning, particularly in higher learning institutions, due to the outbreak of Covid-19. However, learners require knowledge and skills on how to use Web 2.0-based learning tools. Thus, there is a need to focus on how Web-based tools can be used to enhance learning outcomes. Therefore, this study aims to explore the challenges and benefits of Web 2.0-based learning among international students of English as a Second Language (ESL) at the Eastern Mediterranean University (EMU), North Cyprus during the Covid-19 pandemic. The data were collected from a purposive sample of 15 ESL learners at EMU using focus group interviews. The interview data were analyzed using inductive thematic analysis. The findings showed that challenges faced by international students of English at EMU during the Covid-19 pandemic include inadequate knowledge of technology and technical issues such as poor internet connectivity, inability to upload large files, and loss of password. Additionally, the findings showed that Web 2.0 technologies can help the students to enhance collaborative learning, independent learning, flexible learning, as well as competence in using technology for learning purposes. It was envisaged that this study would be beneficial to the management of higher learning institutions, educationists, and students in general. However, this study is limited to international ESL students at EMU with a few participants. To provide generalizable outcomes, further studies may adopt a quantitative or mixed-method approach.

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The Effect of Problem-Based Learning Method Supported by Web 2.0 Tools on Academic Achievement and Critical Thinking Skills in Teacher Education

Cited by 79 publications

References 28 publications

Profile of Student Analytical Thinking Skills in the Natural Sciences by Implementing Problem-Based Learning Model

Profile of Student Analytical Thinking Skills in the Natural Sciences by Implementing Problem-Based Learning Model

Students’ Views on the Learning Environment Designed Based on Collaborative Problem Solving Method

Challenges and Benefits of Web 2.0-based Learning among International Students of English during the Covid-19 Pandemic in Cyprus

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