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Opening Spaces for the Development of Human Agency with problem based learning in Palestinian Higher Education 8th

Opening Spaces for the Development of Human Agency with Prob...

8th International Workshop on learning Technology for Education Challenges (LTEC) - How Technologies Help us to Learn to Meet Future learning

作者： Royle, Karl Univ Wolverhampton Wolverhampton England

ISBN: (纸本)9783030207984;9783030207977

This paper appraises the impact of problem based learning (PBL) implementations within the (2016-19) Erasmus Plus "Methods" Project (Modernization of Teaching Methodologies in Higher Education: EU experience for Jordan and Palestinian territory) which introduced a range of learning modalities into formal learning contexts in higher education settings in Jordan (4 Universities) and Palestine (4 Universities). The project was jointly led by the Universities of Jordan and Birzeit, Palestine and there were six European partner universities. The paper focuses on the impact of PBL approaches on learners and university teachers through an analysis of semi-structured group interviews with students and individual staff interviews across a range of courses in the arts and sciences within the Palestinian context. The results of this small-scale research study are presented within a thematic framework focusing on participation, collaboration, agency, knowledge creation, problem solving and identity modification. It explores how far the adoption of student-centred PBL designs can open spaces for the development of human agency and capabilities within an existing orthodoxy of practice in Higher Education Settings in Palestine. It locates these student-centred practices within the context of higher education under occupation and examines what contribution they make to developing individuals' capacity to act effectively for change within the power dynamics and limits of their context.

关键词： problem based learning Human agency Participatory practice

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DESIGNING problem based learning (PBL) problem SCENARIO FOR STATISTIC USING LINEAR AND NON-LINEAR MULTIMEDIA PRESENTATION

DESIGNING PROBLEM BASED LEARNING (PBL) PROBLEM SCENARIO FOR ...

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International Conference on Information and Multimedia Technology

作者： Nurnadiah, W. Puzi, W. Mohd Shahbodin, Faaizah Husin, Burairah Univ Tekn Malaysia Melaka Fac Informat & Commun Technol Durian Tunggal 76109 Melaka Malaysia

ISBN: (纸本)9780769539225

problem based learning (PBL) is an instructional method that is known to offer students with knowledge suitable for problem solving. In order to test this assertion the process of problem based learning is described and measured against three principle of learning: activation of prior knowledge, elaboration and encoding specificity. Using PBL method, students' understanding with regards to the problem scenario is very significant process. One of the main defining characteristic of PBL, which distinguishes it from some other method, is that the problem is presented to the students first at the start learning process. Traditionally, problem scenario is presented in a printed text, which is not tempting for student to understand the motive behind it. Information and Communication Technology (ICT) on the other hand has widely accepted in many areas which include education as well. By applying multimedia presentation as a discipline in ICT, it is believed that it could helps in designing the effective problem scenario. The purpose of this study is to design and test the effectiveness of PBL problem scenario for subject Statistic using linear and non-linear multimedia presentation. Linear presentation is known as no navigation control is involved through that process while non-linear presentation uses user interactivity to control the presentation. This paper discusses the early storyboard design and the icons that used.

关键词： problem based learning problem Scenario Design Statistic

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The challenge to develop CFC (chlorofluorocarbon) replacements: A problem based learning case study in green chemistry

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Chemistry Education Research and Practice 2006年第4期7卷 280-287页

作者： Heaton, Alan Hodgson, Simon Overton, Tina Powell, Richard School of Pharmacy and Chemistry Liverpool John Moores University Liverpool L3 3AF Byrom St. United Kingdom Department of Chemistry University of Hull Kingston-upon-Hull Hull HU16 7RX Cottingham Road United Kingdom Chemistry Department University of Manchester Manchester M13 9PL Oxford Road United Kingdom

The value of case studies for teaching both subject specific and transferable skills within chemistry have long been recognised. Coupling this with problem based learning provides a powerful basis for teaching transferable skills within a chemistry context. This problem based learning case study does this via the fascinating story of the industrial challenge to develop CFC (chlorofluorocarbon) replacements on a very short time scale. It provides a vehicle for developing team working, communication, critical thinking, data interpretation and problem solving skills in a 'real life' context. It also introduces students to environmental issues and green chemistry plus the role of the chemical industry in developing solutions to these issues. The, often competing, interplay between chemistry, economics and social and political factors encourages (?) students to make links between different areas of the curriculum and to also appreciate that there are not always single 'correct' answers to scientific problems. Attention is focussed on the discovery and development of the CFC replacement HFA-134a. The paper concludes with a report on the trialling of, and student feedback for, the case study. [Chem. Educ. Res. Pract., 2006, 7(4), 280-287] © The Royal Society of Chemistry.

关键词： Case study CFC replacements Environmental issues Green chemistry HFA-134a Hydrofluoroalkanes Hydrofluorocarbons Ozone layer problem based learning

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Distance learning, problem based learning and dynamic knowledge networks

Distance learning, problem based learning and dynamic knowle...

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6th International Conference on Health and Medical Informatics Education

作者： Giani, U Martone, P Univ Naples Federico II Fac Med LMC Lab Computat Med Naples Italy

This paper is an attempt to develop a distance learning model grounded upon a strict integration of problem based learning (PBL), dynamic knowledge networks (DKN) and web tools, such as hypermedia documents, synchronous and asynchronous communication facilities, etc. The main objective is to develop a theory of distance learning based upon the idea that learning is a highly dynamic cognitive process aimed at connecting different concepts in a network of mutually supporting concepts. Moreover, this process is supposed to be the result of a social interaction that has to be facilitated by the web. The model was tested by creating a virtual classroom of medical and nursing students and activating a learning session on the concept of knowledge representation in health sciences. (C) 1998 Elsevier Science Ireland Ltd. All rights reserved.

关键词： distance learning problem based learning dynamic knowledge networks active learning knowledge representation

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The Effect of problem based learning Model Towards Physics learning Outcomes At Dynamic Electricity Course

The Effect of Problem Based Learning Model Towards Physics L...

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International Conference on Technology, Information, Management, Engineering and Environment

作者： Sirait, Theresa Margaretta Derlina State Univ Medan Dept Phys Fac Math & Nat Sci Medan Indonesia

ISBN: (纸本)9781467374118

The objectives of this research was to analyze whether the problem based learning model has a better effect than the direct instructional model towards physics learning outcomes. It also aims at using the problem based learning model for analyzing the student learning activity in an experimental class. The populations used in this research are three classes of high school students in SMAN 2 Balige, Indonesia (Classes X-1, X-2, X-3, A.Y. 2014/2015). The control sample was class X-1 whereas the experimented class was class X-3. The analysis of the experiment in this research was based on the quasi-experimental method with two groups were being used for pretest and posttest designs. The data were collected using learning outcomes of seven essay writing tests and the learning activities were observed using some predesigned observation sheet. The data were analyzed using the descriptive and inferential statistics of obtained from the t-test of independent samples. The test was done using a significance level of 0.05. The result of the test showed that both of the students' samples have normal distribution when the population was assumed to be homogeneous. The test showed that the problem based learning model provides better effects than the direct instructional model when used to assess the student learning outcomes in a dynamic electricity class.

关键词： Direct instructional problem based learning physics learning outcomes student activity

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From on-campus project organised problem based learning to facilitated work based learning in industry

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4th International Conference on Advances in Information Systems

作者： Fink, Flemming K. Univ Aalborg DK-9220 Aalborg Denmark

ISBN: (纸本)3540462910

The pedagogical concept of Project Organised problem based learning (POPBL) has been implemented since 1974 at Aalborg University. With take-off in the experiences from this concept we have developed methodologies to integrate productive engineering and engineering education. We all know that the best way to learn and understand a theory is trying to see whether you can apply the theory. Engineering is problem solving - by applying results from engineering research. Therefore it is obvious to try to combine the fundamental learning process and engineering problem solving. Recently we have developed a methodology for continuing education integrated into the daily tasks called Facilitated Work based learning (FWBL) - mainly based on the same way of thinking. POPBL and FWBL as well as the link between these to methodologies will be presented in this paper.

关键词： problem based learning facilitated work based learning university-industry relations continuing professional development

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Implementation of Embedded System Design in Student's Final Year Project Using problem based learning Approach 9

Implementation of Embedded System Design in Student's Final ...

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9th IEEE International Conference on Engineering Education (ICEED)

作者： Jusoh, Zulzilawati Husni, Hasnorhafiza Ismail, Syila Izawana Omar, Suziana Abdullah, Rina Univ Teknol MARA Fac Elect Engn Dungun Terengganu Malaysia

ISBN: (纸本)9781467369565

This paper discussed the implementation of embedded controller into Electrical Engineering students' Final Year Project (FYP) in order to give them clearer understanding of the theoretical concept that they have learned in class and apply it into practical via problem based learning (PBL) method. With the aim of bridging the theoretical concept to a hands-on practice in engineering education, a more structured framework is introduced in the FYP module as a guideline for students in completing their proposed project. In this paper, we discussed a project by our students, titled "Daily Plant Care System" which was designed using Arduino microcontroller based on the proposed FYP framework.

关键词： problem based learning Embedded System Arduino Microcontroller Engineering Education

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Systematic Literature Review on the adoption of the problem based learning methodology in Distance Education 15

Systematic Literature Review on the adoption of the Problem ...

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15th Iberian Conference on Information Systems and Technologies (CISTI)

作者： Alves, Marcia de Oliveira Alencar de Medeiros, Francisco Petronio Melo, Lafayette Batista Rodrigues Barbosa, Alex Sandro de Brito, Maria Luisa Q. Inst Fed Paraiba Programa Posgrad Tecnol Informacao Unidade Acad Informat Joao Pessoa Paraiba Brazil

ISBN: (纸本)9789895465903

In the last decades, many studies on the use of active learning methodologies have been presented to the academic community, both for face-to-face and distance learning (distance education). In this sense, this article presents partial results of a systematic review of the literature on the adoption of the active methodology of problem-based learning (PBL) in Distance Education. The systematic review defined a research protocol that included the planning, execution, and analysis of the results. Planning phase defined research objectives and questions, search string, choice of search engines, and elaboration of exclusion criteria. In the execution phase, 633 scientific articles were selected from the research using the string in the search engines, followed by the application of the exclusion criteria, to which 90 studies were included, which were analyzed in full to answer the research questions. This paper presents the analysis of the first research question: How can the three main phases of the active PBL methodology (planning, execution, and evaluation) be applied in distance education?

关键词： distance learning active learning methodologies problem based learning

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The Effect of Web-Assisted problem based learning Model on Physics Conceptual Understanding of 10th Grade Students 4

The Effect of Web-Assisted Problem Based Learning Model on P...

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4th International Seminar on Science Education (ISSE)

作者： Zahro, Raisuz Jumadi Wilujeng, Insih Kuswanto, Heru Yogyakarta State Univ Yogyakarta Indonesia

Physics learning requires a good students' conceptual understanding One of the efforts to shape students' conceptual understanding is by using the right learning model. The purpose of this study is to determine the effect of Web-Assisted problem based learning model on physics conceptual understanding of 10th grade high school students. The type of this research is quasi-experimental research. The research design was posttest only, non-equivalent control group design. The research was conducted on 10th grade students of SMA N 2 Yogyakarta, semester 2 academic year of 2017/2018. The sample in this research were 60 students. 30 students in the control class and 30 students in the experimental class. based on the results of the Independent Sample t-Test analysis, it was found that there were differences in students' conceptual understanding between the experimental class and the control class. The average ability to conceptual understanding in the experimental class was higher than the average in control class. From the average mentioned, we can see that students in the experimental class has reached the limit of minimum completeness criteria with the good category of students' conceptual understanding While the control class was still under the minimum completeness criteria which then categorized as less conceptual understanding students. The result of this research is, Web-Assisted problem based learning Model is taking effect on physics conceptual understanding of 10th grade students of SMA N 2 Yogyakarta with a low size effect.

关键词： problem based learning learning assistance Conceptual understanding

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Implementation of problem based learning in cooperative learning groups: An example of movement of vertical shooting

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Procedia - Social and Behavioral Sciences 2009年第1期1卷 1327-1336页

作者： Saka, Ahmet Zeki Kumaş, Ahmet Karadeniz Technical University Fatih Faculty of Education Trabzon Turkey Trabzon Arakli Anatolia Teacher High School Trabzon Turkey

It is emphasized that problem based learning (PBL) and Cooperative learning(CL) take part in one of the important applications provided active learning in physics teaching. Despite having paid attention to the positive affections of researches based on practicing in the subject of education, literature do not include developed source materials in the context of related researches at expected level. The purpose of this research is to introduce developed activity by detailing gradually based on the principle of Cooperative learning (CL) and PBL in the unit of 'Motion on the Earth' in the topic of 'Movement of Vertical Shooting' on physics course in the second grade of high school. © 2009.

关键词： Cooperative learning Motion on the earth Physics education problem based learning Vertical movement shooting

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