Curricular Elements of Problem-Based Learning That Cause
Ulku Karabulut2002
Sign up for access to the world's latest research
checkGet notified about relevant papers
checkSave papers to use in your research
checkJoin the discussion with peers
checkTrack your impact
Abstract
AI
AI
The paper discusses the curricular elements of Problem-Based Learning (PBL) that foster self-directed learning behaviors in students, particularly focusing on the differences between elementary and medical students. It emphasizes how modifications to traditional PBL approaches can make them more effective for younger learners. Key principles include the student-centered nature of PBL, the importance of identifying knowledge gaps, and the role of independent research and collaboration in enhancing students' learning experiences.
Related papers
Curricular Elements of Problem-Based Learning That Cause Developments of Self-Directed Learning Behaviors Among Students and Its Implications on Elementary Education
2002
Rapid technological and social changes and developments in the world put high demands on individuals. The high demanding world increases the pressure on educational systems to be more effective. "Therefore, educators have looked at constructivist pedagogical designs that are based of cognitive and social interactions in problem-centered environments" (Greeno, Collins, & Resnick, 1996; Savery & Duffy, 1994). It is claimed that the active learning emphasized in PBL promotes self-directed learning strategies needed for lifelong learning. Self-directed learning is related with cognitive ability, selfconcept, and achievement. Therefore, it is important to determine curricular elements of problem-based learning that cause self-directed behaviors among its students. Problem-based curriculum is student centered, students attempt to identify and solve a problem with their existing knowledge, they identify knowledge deficits and generate appropriate learning issues, they independently search the learning issues, critiquing the resources used for research, and apply the new knowledge to the problem, and students in the small group collaborative reflection on self-directed behavior improve students' self-directed behaviors. It is believed that discussions in the tutorial group, content to be tested, lectures, tutor, and reference literature also impact iii on students' self-directed behaviors. Most of the studies about problem-based learning and self-directed behaviors have been carried out among college students more particularly among medical students. On the other hand elementary students have different characteristics than do medical students. The basic elements of problem-based curriculum, which affect students' self-directed learning behaviors, require some changes and modifications so that they can be effectively applied to elementary-aged students.
The Characteristics of Successful Learners Revisited
Guidebook 1 described important characteristics of successful learners that emerged from three research perspectives we discussed--cognitive, philosophical, and multicultural. Guidebook 2 explores the implications of this view of successful learners for curriculum. Given the importance of these characteristics for our conception of a "thinking curriculum," we briefly review them here. Knowledgeable learners acquire a substantial and organized body of knowledge which they can use fluently to make sense of the world, solve problems, and make decisions. They can also evaluate the limitations of their knowledge and their perspectives on the world. Self-determined learners feel capable and continually strive to acquire and use the tools they need to learn. Strategic learners have a repertoire of thinking and learning strategies that they use with skill and purpose to think about and control their own learning and guide their learning of new content. Finally, empathetic learners are able to view themselves and the world from perspectives other than their own, including perspectives of people from different cultural backgrounds. A major goal of restructuring in general and thinking curricula in particular is to develop these qualities in all students.
Facilitating student development in the self-directed approach to learning
Modern academic tuition does not go along the academic lines of mass schooling. Tuition at universities sets up different objectives. It is crucial for the economic growth of countries. Therefore, significant attention is paid to the utilitarian character of academic knowledge. The effects of academic tuition are perceived as focusing on the student individuality. Being a university student implies playing a certain role, where norms of conduct, lifestyle, and professed values result from identification with the academic community, a sense of belonging to the elite of youth, characterized by an autonomy of its activity. Autonomous approach to the students’ own development is expressed by self-directedness, self-directed learning and choosing methods which facilitate constructing one’s own knowledge instead of its non-reflective acquisition. Employing concept maps is a method which facilitates subjective building of cognitive personal knowledge structures. The method uses visual techniques of learning, where the structure, or – more precisely – elements of a phenomenon are recorded, in order to grasp relationships and dependencies existing between them. Becoming conscious of these relations allows understanding them, which is a necessary condition of knowledge.
education-5-3-8.pdf
This study aimed to analyze whether student's Problem Solving Ability that learned using Problem Based Learning Model better than conventional learning, to analyze whether student's Problem Solving Ability who have above average of Self Regulated Learning better then students who have below the average Self Regulated Learning, and to analyze interaction between Problem Based Learning and conventional learning using Self Regulated Learning in improving students' Problem Solving Ability. This research is a quasi-experimental design with two group pretest posttest design. The study population were all students of class XI SMAN 13 Medan academic year 2015/2016 and the sample was grade XI IPA 3 and 5 selected by simple random sampling. The data were analyzed by two ways ANOVA. The results showed that: (1) student's Problem Solving Ability that learned using Problem Based Learning Model was better than the conventional learning, (2) Problem Solving Ability groups of students who have above average Self Regulated Learning is better than the students who have below average Self Regulated Learning, and (3) there was an interaction between Problem Based Learning Model and conventional learning using Self Regulated Learning in influencing students' Problem Solving Ability.
What drives the student in problem-based learning?
Medical Education, 1994
In problem-based learning, the development of self-directed learning skills is encouraged through confronting students with (professional) problems. However, several other elements of a problem-based curriculum, such as general teaching objectives, lectures and tutors, may have an impact on students' actual learning activities. The present study focuses on the extent to which various elements of a problem-based curriculum influence students' decisions on what to study. First, interviews were conducted to obtain qualitative data about what actually takes place when students initiate learning activities during self-study. Based on the findings of these interviews, a questionnaire was developed, consisting, of statements describing elements of the learning process and their intluence on student learning. Elements included in the questionnaire were: the discussion in the tutorial group, content tested, course objectives, lectures, the tutor and reference literature. The students reported that all these elements may have an impact on decisions on what to study. Moreover, first-year students tend to rely more on the literature cited in the references list and content covered in lectures and tests than students in the other three curriculum years. In general, the influence of these elements showed a decrease over the four curriculum years. The influence of the discussion in the tutorial group, on the contrary, tended to increase over the four curriculum years. These findings suggest that students in a problem-based curriculum become more accomplished self-directed learners over the four curriculum years, even although they are provided with many clues which may play a role in their decisions on what to study.
EMPOWERING STUDENTS TO BE SELF-DIRECTED LEARNERS 1 Empowering Students to be Self-Directed Learners ALEC 610 : Learning in Adulthood
2013
Self-directed learning has been a central topic of discussion in adult education for many years. After analyzing several articles and books regarding autonomous learning, I have taken a stance of my own on the matter. In the sections that follow I have summarized my readings of Gerald Grow and Mark Tennant’s articles regarding self-directed learning, to include an explanation of my position on the topic. I argue that the student, not the teacher, is the judge of ability and propose that emotion is a key component of a learner’s readiness to advance to higher levels of self-directed learning. In addition, I concur that self-directed learning can be taught and learned, but emphasize the importance of constructive feedback as a tool and means to do so. EMPOWERING STUDENTS TO BE SELF-DIRECTED LEARNERS 3 Article Summaries Grow (1991) proposes that learners can advance through stages of increasing selfdirection if they are matched with the proper teaching methods at each stage. He support...
Education
Creative Education, 2015
Self-analysis is an effective psychoanalytical technique to analyze one’s own personality and behavior. This technique is an effective approach in establishing concrete learning among knowledge seekers. The experiment is conducted on 50 teachers by applying self-analysis technique. For example, the concept to be taught is “Learning”, each teacher has to introspect on the topic “Learning” by answering the questionnaire on the components of “Learning” namely i) knowledge; 2) behavior; 3) skills and 4) values. Each of these components consists of 20 statements which analysis the concept “Learning” because knowledge, behavior, skills and values are the major outcome of “Learning”. By self-introspection every teacher arrives at clear specific learning objectives regarding the concept to be taught. This method helps the teachers to arrive at a clear picture to frame the lesson-plan to meet learning outcomes.
education-5-6-8.pdf
This research aims to ; Analyzing the gain of high conceptual knowledge and critical thinking ability of students by using problem based learning model and conventional learning, Analyzes whether the gain of high conceptual knowledge and critical thinking ability of students that are taught by model learning problem based learning is better than students who are taught by conventional learning. This research is a quasi experiment research with two class pretest-posttest design. The research population is all students of class X MAN 3 Medan semester II academic year 2016/2017. The population for this research are 11 classes. The sample in this research was taken by two random classes consist of 80 students. Class X MIA-3 as an experiment class taught by problem based learning model assisted visual media consist of 40 students, Class X MIA-4 as a control class taught by conventional learning consist of 40 students. The instrument of this research used essay test for high conceptual knowledge and critical thinking ability that has been validated. The resulting data were analyzed using statistic t test. The results showed that: The gain average in the high conceptual knowledge of students taught by the problem based learning model assisted visual media is in high category and using conventional learning is in medium category. The gain average of critical thinking ability students using model problem based learning model assisted visual media is in the high category and using conventional learning is in medium category. The gain average of high conceptual knowledge of students taught by problem based learning model assisted visual media is better than taught by conventional learning. The gain average of critical thinking ability of students taught by problem based learning model assisted visual media is better than taught by conventional learning.
education-5-6-7.pdf
This research aimed to analyze the gain of students' critical thinking and problem solving ability by using conventional learning; to analyze whether the gain of students' critical thinking and problem solving ability by using problem based learning model better than conventional learning. This research was a quasi experimental research with two group pretest-posttest design. The population of this research was second semester of State Senior High School 1 class X academic year 2016/2017.The sample of this research were two classes that consisted of 70 students by using cluster random sampling technique. Class X MIA-1 as experimental class taught by problem based learning model that consist of 34 students, class X MIA-2 as control class taught by conventional learning that consist of 36 students. The instruments of the research were essay test of critical thinking ability and problem solving ability that consist of 5 questions for each. The data were analyzed by using t-test statistics. The results showed that: the mean gain of students' critical thinking and students' problem solving ability taught by problem based learning was in medium level and the mean gain of students' critical thinking and students' problem solving ability taught by conventional learning was in low level. Hypothesis test showed that the mean gain of students' critical thinking and problem solving ability taught by problem based learning was better than conventional learning, this result showed that there was an effect of problem-based learning model on students' critical thinking and problem-solving ability.
Learning is an indispensable part of any individual's life
Zenodo (CERN European Organization for Nuclear Research), 2022
Learning is an indispensable part of any individual's life. Mental development is important not only for the progress of individuals, but also for organizations and in turn the society. However, adequate emphasis is not being laid on developing newer training & development models that incorporate the dynamically changing needs of the generation. The thesis brings into perspective a side of training models, which has been side-lined in the Indian education system. In case of every individual, learning is a process affected by several entities together viz. parents, friends and family, teachers, neighbors, media and society at large. They are to be considered as learning inputs for an individual in this study. After analyzing the effect of each of these major inputs from a psychodynamic standpoint, some gaps in learning were observed. Post this analysis, two new models have been developed and the researcher proposes these models to be used by institutions, organizations and individual trainers for reference while designing training programs. However, since the standard of living and psychology differs from society to society, these models would rely on the ability of trainers to adapt the models suitable for their target audience. For the first phase of research, the only focus here is on India and its learning systems.
Significant Changes in Education: Effects of Learning Approach
Education is significant in receiving the correct knowledge starting at a young adolescent age. Changes in education have impacted students and educators year after year causing positive and negative transformations in learning development. Throughout the past 100 years of edification, different systems have been used in order to get information and data rooted into student's lives. Plenty of research articles have proven that certain methods tried over the years have provided good and bad development in teaching methods. These strategies have created and formed learning approaches that are current today. Each day there are distinctive methods produced in order to help students achieve. The issue is if students are benefiting from these changes. With the help of improving technology, core curriculum and increasing standards, students will have to adjust to the many transformations that will occur in their educational careers.
Orienting Teaching Toward the Learning Process
Academic Medicine, 2004
The necessity to adapt instruction to the students’ intellectual development
Procedia - Social and Behavioral Sciences, 2010
The aim of this pilot study was to identify the relationship between the students' intellectual development and their motivated strategies for learning. The sample: 120 students from the Psychology specialization, within the 18-23 years age group and from various study years. The test portfolio: REI (Paccini & Epstein, 1999); the questionnaire for identifying preferred learning environment and the preference for learning situations (Palo & Maricu oiu, 2006); MSLQ . Through this study we were able to capture some cognitive and motivational variables which can help us design an "instructional model" to valorize the potential of the students.
Problem-based learning: what and how do students learn?
Educational Psychology Review, 2004
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.
I Only Wish I Had Known It Sooner." Education Students' Changing Conceptions of Learning Strategies
Australian Journal of Teacher Education, 2001
Educational Strategies Associated with Development of Problem-Solving, Critical Thinking, and Self-Directed Learning
Journal of Dental Education, 2006
This article was developed for the Commission on Change and Innovation in Dental Education (CCI), established by the American Dental Education Association. CCI was created because numerous organizations within organized dentistry and the educational community have initiated studies or proposed modifications to the process of dental education, often working to achieve positive and desirable goals but without coordination or communication. The fundamental mission of CCI is to serve as a focal meeting place where dental educators and administrators, representatives from organized dentistry, the dental licensure community, the Commission on Dental Accreditation, the ADA Council on Dental Education and Licensure, and the Joint Commission on National Dental Examinations can meet and coordinate efforts to improve dental education and the nation's oral health. One of the objectives of the CCI is to provide guidance to dental schools related to curriculum design. In pursuit of that objective, this article summarizes the evidence related to this question: What are educational best practices for helping dental students acquire the capacity to function as an entry-level general dentist or to be a better candidate to begin advanced studies? Three issues are addressed, with special emphasis on the third: 1) What constitutes expertise, and when does an individual become an expert? 2) What are the differences between novice and expert thinking? and 3) What educational best practices can help our students acquire mental capacities associated with expert function, including critical thinking and self-directed learning? The purpose of this review is to provide a benchmark that faculty and academic planners can use to assess the degree to which their curricula include learning experiences associated with development of problem-solving, critical thinking, self-directed learning, and other cognitive skills necessary for dental school graduates to ultimately become expert performers as they develop professionally in the years after graduation.
First Graduates' Perceptions on a Problem-Based and Task-Based Learning Curriculum
Education for Health, 2005
Learners Need Purposeful and Systematic Instruction
Journal of Adolescent & Adult Literacy, 2009
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.