What can Learning Science Contribute to our Understanding of the Effectiveness of Problem-Based Learning Groups?

Innes, Robert B.

doi:10.1177/1052562906287966

Cited by 17 publications

(24 citation statements)

References 36 publications

(43 reference statements)

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“…Another component commonly considered as central to PBL is social interaction. Especially when dialog is authentic—that is, when students' views confront one another, rather than being simply presented serially, unconnected to one another, new ideas are generated and examined and confront old ideas, with a resulting potential for transformation of knowledge (Innes, 2006). In our second study, the subtractive research strategy was applied with respect to both of these components, distributed cognition and social interaction, to examine whether PBL offers the same benefits if students work individually.…”

Section: Discussionmentioning

confidence: 99%

Experimental analysis of the effective components of problem‐based learning

2010

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Problem-based learning (PBL) is widely endorsed as a desirable learning method, particularly in science. Especially in light of the method's heavy demand on resources, evidence-based practice is called for. Rigorous studies of the method's effectiveness, however, are scarce. In Study 1, college students enrolled in an elementary physics course participated in 7 hours of instruction on two concepts, one (electromagnetic field) via a PBL method and the other (gravitational field) via a lecture/discussion method. A comparison class enrolled in the same course with the same instructor underwent the identical experience except that matching of concept and method was reversed. Multiple assessments over time showed superior mastery of the concept learned via PBL for both groups. In Study 2, using a subtractive method, we further investigated the role of specific components of the PBL method by comparing a group who worked individually using a PBL method to one who participated in the typical collaborative form of PBL. Rather than the social component typically associated with PBL, the effective component of the method appears to be the focus on engagement with a problem. C 2010 Wiley Periodicals, Inc. Sci Ed 95: 57 -86, 2011

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Section: Discussionmentioning

confidence: 99%

Experimental analysis of the effective components of problem‐based learning

2010

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“…Os cenários problematizantes e a procura de soluções envolvidos nesta metodologia promovem uma qualidade das aprendizagens que ressalta da dinâmica colaborativa dos grupos de trabalho e da aprendizagem socialmente construída (FLORES, 2010;INNES, 2006;VASCONCELOS, 2012). A ABRP coloca enfoque especial no envolvimento dos alunos que se encontram inseridos num grupo de trabalho colaborativo, privilegiando-se ações tendentes a aumentar o grau de autonomia dos alunos, que se traduzirão numa independência em relação à orientação fornecida pelo tutor.…”

Section: Fundamentação Teóricaunclassified

O recurso à modelação no ensino das ciências: um estudo com modelos geológicos

Ferreira¹,

Alencoão

Vasconcelos

2015

Ciênc. educ. (Bauru)

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Tendo como base as temáticas de geologia do currículo da disciplina de Biologia e Geologia do 11º ano (amplitude de idades dos 15-17 anos), desenvolveu-se um estudo de investigação recorrendo-se à Aprendizagem Baseada na Resolução de Problemas (ABRP), utilizando-se a modelação como estratégia didática. Pretendendo-se investigar se a modelação potenciava aprendizagens significativas nos alunos, implementou-se um programa de intervenção recorrendo-se a modelos geológicos durante cinco semanas (24 horas letivas). A investigação realizada, apoiada nos moldes de uma Investigação e Desenvolvimento (I&D), recorreu à triangulação metodológica suportada em várias técnicas e diversos instrumentos de recolha de dados. A modelação permitiu envolver os alunos numa crescente formulação de explicações e de hipóteses e numa maior procura de explicações para responder às questões-problema. Os dados recolhidos permitiram, ainda, concluir quanto ao acréscimo da recolha de evidências num aperfeiçoamento da autonomia e numa melhoria dos resultados escolares.

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“…The students at each table are able to see one another in a face‐to‐face orientation, and the students interact as a table or in subgroups of three. The central construct in a learning studio is that knowledge is constructed rather than transmitted to learners (Innes, ). The learning studio students construct knowledge through dialogue with other students seated at their table as well as at adjacent tables.…”

Section: Prior Literature and Hypothesis Developmentmentioning

confidence: 99%

Learning Studios for Introductory Accounting

Yourstone

Tepper

2014

Decision Sci J Innov Edu

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Although originally designed for science courses, learning studios have been introduced at over 100 college campuses in a variety of disciplines. Our study focuses on the differences between classrooms designed as lecture spaces versus classrooms designed as learning studios. The impetus is the growing number of learning studios and proponents’ claim of better collaboration and learning within them. Given the substantial cost of a learning studio and greater demand at the authors’ university than supply, we questioned whether the university administration should be encouraged to build more. Learning studios are classrooms in which the seating arrangement places the students in a face‐to‐face orientation with one another. Our study measures the differences between learning studios and traditional classrooms both quantitatively and qualitatively. The learning studio did not result in higher retention rates (the percentage of students completing the course during the semester) or significant differences in total points earned by students in a learning studio compared to a traditional classroom. When examined by gender, however, a significant difference in total points is apparent. For all students in the study, the ability to interact with other students as well as the instructor was greater in the learning studio.

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What can Learning Science Contribute to our Understanding of the Effectiveness of Problem-Based Learning Groups?

Cited by 17 publications

References 36 publications

Experimental analysis of the effective components of problem‐based learning

Experimental analysis of the effective components of problem‐based learning

O recurso à modelação no ensino das ciências: um estudo com modelos geológicos

Learning Studios for Introductory Accounting

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