The Impact of PBL as a STEM School Reform Model

Odell, Michael; Kennedy, Teresa J.; Stocks, E.

doi:10.7771/1541-5015.1846

Cited by 17 publications

(17 citation statements)

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“…This study highlighted the significant role of PBL in enhancing student's problem-solving, critical thinking, literature search, and, most importantly, communication skills [ 8 ]. It has also been reported in other studies that PBL as a learning approach involves clear roles for each member of the group, known steps of discussion, and identification of learning objectives from the discussed problem [ [9] , [10] , [11] , [12] ] and that the tutor plays a crucial role in the success of the PBL tutorial discussions [ [13] , [14] , [15] , [16] , [17] , [18] ].…”

Section: Introductionmentioning

confidence: 91%

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

Mpalanyi

Nalweyiso

Mubuuke

2020

Journal of Medical Imaging and Radiation Sciences

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Introduction Problem-based learning (PBL) has been reported to be a valuable student-centred learning approach across the globe. In PBL students first encounter a problem, which triggers discussion, followed by student-centred inquiry. Makerere University College of Health Sciences has been using PBL for radiography students since 2002. Over the years, the learning landscape may have changed, including the significant disruption of learning by the coronavirus disease 2019 global pandemic. The study aimed at exploring the perceptions of undergraduate radiography students about the PBL curriculum at Makerere University almost two decades after its introduction. Methods This exploratory qualitative study involved 18 radiography students sampled purposively, from whom data were gathered using focus group discussions. Thematic analysis was subsequently used. Results Three key themes emerged from the data: (1) quality of teaching, (2) curriculum efficiency, and (3) curriculum expectations and rating. All students were generally positive about the curriculum. Most agreed that the curriculum was efficient to a greater extent and had met their expectations and desired objectives. Students, however, faced challenges; for example, with limited learning resources during the learning process. Conclusion This study highlights the significant role of PBL in enhancing student's problem-solving, critical thinking, literature search, and, most of all, their practical skills. Prioritization of teaching based on practical relevance and learning objectives is of great importance. The radiography students believed that their curriculum program was generally beneficial to them; however, it was affected by limited resources and limited availability of teaching personnel, which needs to be addressed.

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Section: Introductionmentioning

confidence: 91%

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

Mpalanyi

Nalweyiso

Mubuuke

2020

Journal of Medical Imaging and Radiation Sciences

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“…Pembelajaran proyek tidak akan berlangsung baik jika mahasiswa tidak aktif mencari pengalaman langsung melalui berbagai sumber belajar. Pembelajaran ini pada dasarnya memfasilitasi peserta didik membuat makna belajar (Krauss & Boss, 2013;Odell, Kennedy & Stocks, 2019) di mana mereka dapat menemukan, mengembangkan, dan mengkonstruk pengetahuan serta membentuk keterampilan-keterampilan tertentu setelah mereka melakukan suatu tindakan edukatif yang terencana. Mereka dimungkinkan untuk mengganti, menyesuaikan, atau menggabungkan pengalaman atau pengetahuan yang sudah dimiliki dengan pengalaman atau pengetahuan yang baru diperolehnya yang pada akhirnya ini semua akan menjadi bagian sebagai suatu kompetensi yang dimilikinya.…”

Section: Pembahasanunclassified

Peningkatan Kompetensi Pengembangan Program Pendidikan Nonformal Mahasiswa melalui Pembelajaran Berbasis Projek

Tohani¹

2021

JPIPFIP

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Penelitian ini bertujuan meningkatkan kompetensi pengembangan program pendidikan nonformal bagi mahasiswa melalui pembelajaran berbasis proyek sehingga mahasiswa dapat dengan mudah memahami dan memiliki keterampilan mengembangkan program pendidikan nonformal secara bermakna. Kompetensi pengembangan program pendidikan nonformal dalam perkuliahan dipandang sulit dikuasai mahasiswa karena kompetensi ini bersifat multidisplin, memerlukan kemampuan berfikir sistematis dan membutuhkan banyak pengalaman. Penelitian tindakan kelas ini dilakukan pada mahasiswa semester 5 yang menempuh Mata Kuliah Inovasi dan Pengembangan Program PNF tahun ajaran 2018/2019. Pengumpuan data dilakukan secara kualitatif dan kuantitatif. Data yang terkumpul selanjutnya dianalisis dengan teknik analisis kuantitatif deskriptif dan teknik analisis data kualitatif. Hasil penelitian menunjukkan proses pembelajaran ini memberikan manfaat positif yang ditandai dengan proses pembelajaran menjadi lebih dinamis dan terjadi perubahan perilaku positif mahasiswa sesuai dengan tujuan pembelajaran yang diharapkan. Oleh karena itu, dipandang perlu pembelajaran berbasis proyek yang inovatif perlu dikembangkan pada rumpun ilmu pendidikan nonformal lainnya dan perkuliahan lainnnya disertai dengan penyediaan kemitraan dan dukungan sumber daya yang memadai.Improving the Competence of Developing the Nonformal Education Program for Students Through Project-Based TeachingThis study aims to improve competencies of the development of the nonformal education program to students through project-based learning so that they can easily understand and have the skills significantly. The competencies are viewed as difficult for students to master because it is multidisciplinary, requires the ability to think systematically, and needs a lot of experiences. This research is classroom action research that is conducted on 5th-semester students taking the substance of the Innovation and Development of PNF Program in the academic year 2018/2019. Data were collected qualitatively and quantitatively and then analyzed using analysis data technique both qualitatively and quantitatively. The results showed that the learning process provided positive benefits in which it was more dynamic and there was a change in student's positive behavior in accordance with the expected learning objectives. Therefore, it is necessary that innovative project-based learning needs to be developed in other non-formal education courses and accompanied by the provision of partnerships and adequate resource support.

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“…The final coding detailed the shifting nature of PBL assessment over time. Indeed, literature increasingly suggests that assessment is one of the most challenging elements of PBL given the complexities of ill-structured problems and how PBL changes classroom roles (Odell et al, 2019;Tamim & Grant, 2013;. In contrast to more well-structured problems, the parameters for grading in PBL are often nebulous given the various solutions that could be devised.…”

Section: Adaptation After Pbl Instructionmentioning

confidence: 99%

“…In contrast to more well-structured problems, the parameters for grading in PBL are often nebulous given the various solutions that could be devised. Teachers cite challenges when required to assign traditional points and grades to openended problems, and some have even described its impact as a threat to PBL fidelity (Odell et al, 2019). Research suggests that this is even more complicated when alternative artifacts (i.e., concept maps) are submitted at the end of a PBL module (Ackermans et al, 2019;Giabbanelli et al, 2019;Metcalf et al, 2018).…”

Section: Adaptation After Pbl Instructionmentioning

confidence: 99%

How K-12 Teachers Adapt Problem-Based Learning Over Time

Tawfik

Gishbaugher

Gatewood

et al. 2021

ijpbl

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Teachers adapt their instructional strategies over time based on a variety of contextual constraints. In response to these challenges, teachers often have to make changes to their PBL approaches. While the literature has documented generally positive results of initial PBL implementations, less is known about the degree to which teachers adapt their usage of PBL over time. Some adaptations include a refined approach to teaching strategies, while others include significant diversions from the original PBL model. A better understanding of the changes teachers enact provides important insight as to fidelity and thus the expected learning outcomes of PBL. To address this gap, this research conducted semi-structured interviews with experienced K-12 educators who employed PBL over multiple years. In terms of preparing for PBL, themes that emerged from the interviews included more emphasis on reimagining the problem scope and design thinking. During classroom time, teachers described shifting perspectives in terms of the following: problem-solving skills over content knowledge, student control and teacher facilitation, and embracing failure. Relating to technology, teachers described more adoption trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.

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The Impact of PBL as a STEM School Reform Model

Cited by 17 publications

References 0 publications

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

Perceptions of radiography students toward problem-based learning almost two decades after its introduction at Makerere University, Uganda

Peningkatan Kompetensi Pengembangan Program Pendidikan Nonformal Mahasiswa melalui Pembelajaran Berbasis Projek

How K-12 Teachers Adapt Problem-Based Learning Over Time

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