Studied peer assessment in problem based learning in 2 studies involving 27 and 51 college students. Overall, it appears that the peer assessment methods used in these studies could be improved. Peer assessment did no...
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Studied peer assessment in problem based learning in 2 studies involving 27 and 51 college students. Overall, it appears that the peer assessment methods used in these studies could be improved. Peer assessment did not prevent friendship-based favorable marking or other types of over- or under-rating of others. Adequate training appears necessary to overcome these error patterns. (SLD)
Much of the literature on problem based learning (PBL) is concerned with efficacy or with guidelines on design or implementation. Relatively few articles focus on problems with problem based learning, and none that we...
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Much of the literature on problem based learning (PBL) is concerned with efficacy or with guidelines on design or implementation. Relatively few articles focus on problems with problem based learning, and none that we could find provided suggestions as to how interactive multimedia might help alleviate those problems. In this article we begin with a review of problem based learning including a rationale for its use in the curriculum. Then we identify some of the problems inherent in designing and implementing problem based learning, and end the article with a discussion of how multimedia might be used to address some of those problems.
Although literature about problem based learning (PBL) is not scarce, there is little research on experiences about learning methodologies that combine PBL and the use of simulation tools. This lack of studies is even...
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Although literature about problem based learning (PBL) is not scarce, there is little research on experiences about learning methodologies that combine PBL and the use of simulation tools. This lack of studies is even more notable in the case of engineering courses. The motivation for this study is to show how such a combination of PBL and simulation has been designed in a group work course for engineers and to analyze how the underlying factors of this methodology are related to perceived learning. This exploratory study focuses on how perceived enjoyment, interaction, collaborative learning, perceived satisfaction, and time dedicated to the course affect the learning perceived by the students in an engineer's degree course. The outcomes of this pilot study show that only three of these factors (satisfaction, time dedication, and collaborative learning) affect the students' perceived learning. Despite the high ratings obtained for interaction and perceived enjoyment, no significant relation between these factors and perceived learning was found. The reasons behind these findings are discussed.
This paper focuses on the importance of test driven development, in an interdisciplinary academic case study, involving unauthorized access and fraud. In it, problem based learning (PBL) enabled the organization of an...
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ISBN:
(纸本)9781479931873
This paper focuses on the importance of test driven development, in an interdisciplinary academic case study, involving unauthorized access and fraud. In it, problem based learning (PBL) enabled the organization of an environment for diverse knowledge and skills, favorable to experimentation and prototyping of new models, methods, techniques, and tools. The application of the principles of agile methods aimed at overcoming difficulties related to the computer systems development, such as requirement changes, uncertainties, and risks, in order to improve quality. Unlike traditional methodologies, tests were used since the beginning of the development lifecycle with Acceptance Test Driven Development (ATDD). The agile testing quadrants guided the categorized elaboration of tests during unit testing, integration testing, system testing, and acceptance testing phases. The main contribution of this article was the integrated application of PBL, ATDD, and agile development in the case study of a Real-Time Embedded System for Unauthorized Access Control and Fraud Detection (Sistema Embarcado de Tempo Real para Controle de Acessos Indevidos e Deteccao de Fraudes - SETRAIF).
The 21st century requires students to have the ability to solve problems found in everyday life beyond the classroom. Therefore, it is necessary to have learning that could help students develop their scientific reaso...
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ISBN:
(纸本)9781450372107
The 21st century requires students to have the ability to solve problems found in everyday life beyond the classroom. Therefore, it is necessary to have learning that could help students develop their scientific reasoning skills. In learning knowledge, students are encouraged to learn independently through active involvement in discovering the concepts and scientific principles. This might be obtained through problem solving as a part of scientific process. With regard to this issue, scientific reasoning consists of several aspects and not all students' abilities are mere similar. Thus there are students with higher dominance in just one aspect. The study is carried out to determine which aspects of reasoning are the most dominant among all aspects of scientific reasoning in science learning. Data collection in the current study used tests in forms of posttest and reasoned multiple choice questions. based on results obtained in this line of research, it showed that 39% of students' scientific reasoning in aspects of conservation reasoning skills, proportional reasoning skills was 61%, control of variable skills was 55%, probability reasoning was 37%, correlational reasoning was 55% and hypotethetic-deductive reasoning was 31 %.
This study aims at finding out the effects of the online and face to face problem based learning environments in mathematics education on student's academic achievement. The study was conducted at Department of Co...
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Context issue in science learning can be referred as one of the solutions to improve student's science literacy e.g. the socio-scientific issues. The socio-scientific context is presented in a problem where scient...
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Context issue in science learning can be referred as one of the solutions to improve student's science literacy e.g. the socio-scientific issues. The socio-scientific context is presented in a problem where scientific knowledge and social awareness arise in mental conflicts that require science literacy to make responsible decisions. In addition, using problems in learning can provide opportunities for students to apply their knowledge in solving problems. Therefore, this paper discusses the usage of socio-scientific context in problem based learning to enhance students' science literacy. We show that problem-basedlearning with the socio-scientific issue can improve students' science literacy. Using socio-scientific issue makes it easier for students to make explanations of scientific phenomena.
This study aims to determine the scientific communication skills of students of SMA 6 Yogyakarta through learningproblem based learning assisted Edmodo. The sampling technique is through cluster random sampling, that...
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This study aims to determine the scientific communication skills of students of SMA 6 Yogyakarta through learningproblem based learning assisted Edmodo. The sampling technique is through cluster random sampling, that is 2 classes randomly selected from the entire population, class X MIPA 6 as experiment classes and class X MIPA 8 as an implementation class using the same learning. Experiment classes given by the researchers themselves while the implementation class given by the subject teacher of physics at school. Each class was given learning one and the result is known that scientific communication skills of learners in experiment classes get good enough category and scientific communication skills of learners in the implementation class to get a good category.
The researcher’s aim was to explore the potential for an alternative teacher educationprogramme for the Environment Related Activities Primary Pre-service TeacherEducation curriculum on the basis of the problembased...
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The researcher’s aim was to explore the potential for an alternative teacher educationprogramme for the Environment Related Activities Primary Pre-service TeacherEducation curriculum on the basis of the problem based learning approach as used inthe Integrated Curriculum: Science and Technology course conducted by one Universityin New *** this study, three methods of data collection were used in order to understand the mainfeatures of the problem based learning approach used in the above course. Semistructuredinterviews helped to capture the ideas from teacher educators involved in thisparticular course. To triangulate the data, a questionnaire was used to obtain thestudents’ views on the problem based learning approach and how it helped them inpreparing to be quality teachers in the integrated primary school curriculum in NewZealand. Further, the researcher carried out a document analysis on several curriculummaterials found in New Zealand and Sri *** this study, the researcher found that the problem based learning approach used inthis particular primary teacher education course is a curriculum model based on theprinciples of constructive learning theories. The problem based learning approach usedproblems as a context for students to acquire knowledge, and the students were activelyengaged in learning which is authentic to the environment as all problem scenarios arefrom real life *** Environment Related Activities primary curriculum in Sri Lanka consists of majorthemes and learning activities focus on learning through the environment. All themesare related to the everyday life of the children. Similarly, in New Zealand, the primaryschool curriculum is based on an integrated approach. From this study, the researcherfound that the problem based learning approach used at one university in NewZealand, suits the integrated nature of the primary school curriculum in New ***, the researcher highlights the main features of problembased
problem based learning is a teaching and learning strategy that uses a problematic stimulus as a means of motivating and directing students to develop and acquire knowledge. problem based learning is a strategy that i...
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