Search results for: Problem-based learning (PBL)
Page 2/2 19 items
Integrating Collaborative PBL with Blended Learning to Explore Preservice Teachers’ Development of Online Learning Communities
This article presents a study which integrated collaborative problem-based learning (collaborative PBL) with blended learning. The purpose of the study was to explore the emerging process and function of online learning communities among preservice teachers. The findings show that (a) the integrated approach facilitated the preservice teachers’ formation of online learning communities; and (b) the preservice teachers’ online learning communities emerged via four stages.
Updated: Apr. 26, 2011
This study examined the effects of students' characteristics (gender, age, and first-language spoken at home) on their perceptions about problem-based learning (PBL). The study revealed that students from the fifth, sixth and seventh grades perceived PBL in a positive way but there were significant differences between the grades.
Updated: Dec. 21, 2009
The purpose of this article is to describe innovatory online teaching carried out in the inter-university master's 'Educational Innovation Policies and Practices for the Knowledge Society'. The master's focuses on the exploration of a problem-based learning model. The online teaching model, developed particularly by Internacional de Andaluca University, is the background for the development of an interdisciplinary core investigated in this study.
Updated: Dec. 07, 2009
In this study, five elementary teachers and a university researcher developed and implemented problem-based learning (PBL) experiences in the context of science teaching and learning. A variety of qualitative methods were used to examine the engagement and development of teachers' pedagogical content knowledge (PCK).Implications for how teachers may be supported when adopting instructional innovations are discussed.
Updated: Nov. 16, 2009
Student-Teachers' Evaluation on the Use of Different Modes of Problem-Based Learning in Teacher Education
This article reports how the 13 student-teachers in the Integrated Humanities Major Method course evaluated the use of three different modes of PBL delivery, namely: the classical PBL; an alternate pattern of PBL and teacher-led deductive workshops; and a modified PBL using problem-based scenario inductive inquiry workshops. The outcome shows strong preference for the use of the modified PBL approach while the majority agreed the classical PBL style is the most challenging among the three modes.
Updated: Feb. 02, 2009
A MUVE Towards PBL Writing: Effects of a Digital Learning Environment Designed To Improve Elementary Student Writing
This study examined whether game elements could be used along with Problem Based Learning (PBL) in a digital learning environment to improve student writing. Results from this study included statistically significant decreases in teacher time spent answering procedural and directional questions, increased voluntary student writing, and improved standardized achievement scores on writing tasks.
Updated: Nov. 24, 2008
The article explores small-group problem-based learning (PBL), which has been a widely embraced method of study of in many levels of education. The author looks at complex adaptive system (CAS) and tries to compare them to small-group problem-based systems, and implications for health professions education are discussed.
Updated: Jun. 19, 2008
Although computers are now commonplace within our lives, integration within schools is much less ordinary. While access and training are no longer considered significant barriers, attention has turned to the potential influence of teachers’ beliefs. In response, problem-based learning (PBL) has been proposed as an effective approach for changing beliefs. This study investigated the impact of PBL on preservice teachers’ beliefs regarding technology use and on their intended teaching practices.
Updated: Mar. 09, 2008
Teacher Education Students' Reflections on How Problem-Based Learning Has Changed Their Mental Models About Teaching and Learning
This paper reports on an analysis, using a conceptual framework and NUD*IST software, of a cohort of 3rd-year teacher education students' reflections on changes in their mental models following their experiences in a problem-based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self-reflection and peer collaboration for cognitive and professional growth.
Updated: Dec. 16, 2007