The Transfer of Problem-Solving Skills from a Problem-Based Learning Environment

Pedersen, Susan; Liu, Min

doi:10.1080/15391523.2002.10782388

Cited by 51 publications

(32 citation statements)

References 7 publications

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“…For example, in Alien Rescue, an expert discussed what considerations he would make when considering what planet to choose as a new home for a stranded alien (Pedersen & Liu, 2002). This led experimental students to develop significantly stronger rationales for their problem solutions and to be less likely to ask vague questions than control students (Pedersen & Liu, 2002). Expert modeling would likely be seen more often in scaffolding informed by activity theory than in scaffolding informed by ACT-R or knowledge integration.…”

Section: Conceptual Scaffoldingmentioning

confidence: 99%

“…Such scaffolding can take a more structured approach when informed by ACT-R (Anderson, Matessa, & Lebiere, 1997) or knowledge integration (Linn, Clark, & Slotta, 2003), or a less structured approach when informed by activity theory (Belland & Drake, 2013;Luria, 1976). In computer-based scaffolding, conceptual scaffolding can take the form of expert modeling in which an expert discusses what aspects of a problem he/she would consider in the process of addressing a problem (D. D. Li & Lim, 2008;Pedersen & Liu, 2002). For example, in Alien Rescue, an expert discussed what considerations he would make when considering what planet to choose as a new home for a stranded alien (Pedersen & Liu, 2002).…”

Section: Conceptual Scaffoldingmentioning

confidence: 99%

“…In computer-based scaffolding, conceptual scaffolding can take the form of expert modeling in which an expert discusses what aspects of a problem he/she would consider in the process of addressing a problem (D. D. Li & Lim, 2008;Pedersen & Liu, 2002). For example, in Alien Rescue, an expert discussed what considerations he would make when considering what planet to choose as a new home for a stranded alien (Pedersen & Liu, 2002). This led experimental students to develop significantly stronger rationales for their problem solutions and to be less likely to ask vague questions than control students (Pedersen & Liu, 2002).…”

Section: Conceptual Scaffoldingmentioning

confidence: 99%

See 2 more Smart Citations

Computer-Based Scaffolding Strategy

Belland

2016

Instructional Scaffolding in STEM Education

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This chapter covers variations in scaffolding strategies along the following characteristics-scaffolding function (e.g., strategic and conceptual), context specificity (i.e., generic or context-specific), customization (e.g., fading and fading/ adding), and customization schedule (e.g., self-selected and performance-based). These variations and the theoretical basis for these are explained. Then, results from the meta-analysis are shared, which indicate that there are no differences in cognitive outcomes according to scaffolding function, context specificity, and customization. These results are then discussed.

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Section: Conceptual Scaffoldingmentioning

confidence: 99%

Section: Conceptual Scaffoldingmentioning

confidence: 99%

Section: Conceptual Scaffoldingmentioning

confidence: 99%

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Computer-Based Scaffolding Strategy

Belland

2016

Instructional Scaffolding in STEM Education

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“…Thus the integration of ICT as an element in PBL is found important to enhance the teaching and learning process in Biology. Moreover the effectiveness of PBL enriched with technology is seen to improve the students' application of knowledge (Pedersen & Liu 2003) by providing an environment in which students are immersed in a practical, ongoing activity that builds upon their previous knowledge and experiences (Massaro et al 2006). During the beginning of the PBL process where the PBL case is given, activation of prior knowledge takes place.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Evaluating Biology Achievement Scores in an ICT integrated PBL Environment

Osman

Kaur

2014

EURASIA J MATH SCI T

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Students' achievement in Biology is often looked up as a benchmark to evaluate the mode of teaching and learning in higher education. Problem-based learning (PBL) is an approach that focuses on students' solving a problem through collaborative groups. There were eighty samples involved in this study. The samples were divided into three groups: ICT integrated with PBL group: a PBL group, and a lecture group. The PBL with Information and Communication Technology (ICT) group used a PBL module integrated with the following ICT elements: Microsoft Word template; Microsoft PowerPoint; electronic discussion group, and blog. Meanwhile the PBL group used the PBL module alongside log books and posters. The control group utilized the lecture method. All these groups went through four sessions of Biology. Before the beginning of session one and after the fourth session, an achievement test was given to all the students. Based on the analysis for MANOVA with repeated measure 3x2x2, the main effect for type of treatment, exam time and subscale was found significantly different. Additionally, the type of treatment interacts with exam time and subscale in contributing towards the achievement test scores. Overall, the findings suggested that the ICT integrated with PBL group was significant compared to the PBL group and control group. The ICT integrated with PBL group also performed significantly higher for the subjective scale.

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“…PBL develops problem solving skills by enabling students to transfer the problem-solving strategies that were modelled for them in PBL to a similar problem on an related topic (Pedersen & Liu, 2002). Tan and Ee (2004) observed that cognition, metacognition and self-regulation characterize effective PBL.…”

Section: Pbl and Possible Effectiveness In Educationmentioning

confidence: 99%

Problem-based learning pedagogies: psychological processes and enhancement of intelligences

Tan

2007

Educ Res Policy Prac

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Education in this 21st century is concerned with developing intelligences. Problem solving in real-world contexts involves multiple ways of knowing and learning. Intelligence in the real world involves not only learning how to do things effectively but also more importantly the ability to deal with novelty and growing our capacity to adapt, select and shape our interactions with the environment. Knowledge in this new millennium is increasingly characterized by the creative integration of information and learning from diverse disciplines. Educators, policy makers and researchers need to be aware of new approaches of dealing with knowledge and information where problems can be used innovatively in pedagogies. Problem-based learning (PBL) is an inquiry-based pedagogy that is best rooted in sound understanding of the psychological processes of problem solving and the development of cognition. Whilst many educators support the need to develop multiple intelligences, few realize that one of the best ways to draw forth these intelligences is to understand the psychology of using real world problem scenarios and engaging inquiry. This paper addresses the state-of-the-art of PBL along three themes. The first is the psychology of cognition, metacognition, and self-regulation in problem-based pedagogies. The second is the idea of making thinking and mind visible through dialogue and inquiry. The third theme is the use of learning environments beyond the boundaries of the classroom to enhance problem-based thinking. Finally, the implications for educational innovation and practices are discussed.

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The Transfer of Problem-Solving Skills from a Problem-Based Learning Environment

Cited by 51 publications

References 7 publications

Computer-Based Scaffolding Strategy

Computer-Based Scaffolding Strategy

Evaluating Biology Achievement Scores in an ICT integrated PBL Environment

Problem-based learning pedagogies: psychological processes and enhancement of intelligences

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