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About 10,000 papers for “Problem-based learning”

Problem-Based Learning

Arthur Tatnall · Encyclopedia of Education and Information Technologies · 2020

Cited by 8

Problem based learning

Siva PR Muppala · Research Repository (Kingston University London) · 2018

This study is based on Problem Based Learning (PBL). A total of 56 First Year BEng/BSc students were organized into 18 groups, of different sizes. A numerical problem was given and solutions provided by the students working in separate groups in the classroom for 30 minutes were marked. Group work, in this formative assessment, gave the students an opportunity to collaboratively analyze, synthesize and evaluate ideas. The data did not establish a causal relation between group size and performance. Further investigations are needed to examine additional quantitative relations between variables.

Cited by 1

Problem-based Learning

Vasconcelos, Maria João, Caspurro, Helena, Costa, Nilza · Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) · 2023

The challenges posed by contemporary society have amplified the issue of learning by placing it at the center of educational and political discourses. The development of autonomy, critical and creative thinking, research and cooperation skills, curiosity, learning to learn, all connected with debates born in the cognitive and sociocognitive psychology of Piaget, Bruner, Vigotsky and Bandura and in the ideas of the active school promoted by Dewey, not only configures guiding principles of curricular and ministerial discourses (e.g. aprendizagens essenciais), but also requires alternative and complementary models to the expositive, imitative and direct instruction. Problem-based Learning (PBL) is one of the possible paths. Although its study brings together scientific literature, the application to music education is far from being consolidated, particularly regarding the reflection, design and empirical treatment of action plans in line both with curricular purposes and ideals. Here, we propose possibilities to learn music by creating and composing, a path which, following the thoughts of authors such as Burnard, Hickey, Paynter, Priest, Webster and Wiggins, seems to meet the challenges of that model. In parallel with definitions and characteristics, the text presents the PBL as an organizer of the educational action, having in mind the analyses in the context of music. The specific objectives are the contribution to clarify the subject, including the relevance and justification of the proposal around the conception of a music learning model based on problems arising from didactic drawings elaborated from processes of composing; upgrade and substantiate, theoretically and empirically, the PBL educational model, highlighting the relationship and relevance between their assumptions and the research design carried out by the authors and integrated in the Portuguese secondary school. The text presents a bibliographical review on PBL, defining key concepts and highlighting publications of scientific, theoretical and empirical nature, general and musical, as well as portuguese ministerial documents. The information collected was organized into categories of analysis which constituted the architecture of the text. Sustaining the composition as a path of intervention which identifies itself with the model described, born from formulations developed in the classroom, was consolidated by the study of authors such as those above-mentioned. Descriptions on PBL definition and characteristics stand out, as well as learning process contemplating collaborative work and the teacher as a facilitator, and, less assertively, effects on knowledge acquisition. Empirical evidence falls upon long-term memory and social interaction gains, as well constraints focusing on the initial adaptation of teachers and students, time management, individual and group evaluation, definition of problems, their relationship with previous concepts, suggesting the need of further investigation. Regarding music education by composing, related ideas about thinking in sound, audiation, divergent and creative thinking, focus on the student, collaborative work, subjects inherent to challenge based learning, also are highlighted.

Cited by 2Open access

Problem Based Learning

Abreu, Cidalina da Conceição Ferreira de · Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) · 2009

Cited by 0

Problem based learning

D. F Wood · BMJ · 2003

Americanae nace como un proyecto conjunto que surge dentro de la Red Europea de Información y Documentación sobre América Latina (REDIAL), y que ha afrontado la Biblioteca de la Agencia Española de Cooperación Internacional para el Desarrollo (AECID). Esta nueva biblioteca virtual hace más accesibles los libros digitales de tema americanista a los investigadores y usuarios interesados de cualquier parte del mundo.

Cited by 2,122Open access

Problem-based learning

Richard S. Eisenstaedt, William Barry, Karen Glanz · Academic Medicine · 1990

Log in or Register Subscribe to journalSubscribe Get new issue alertsGet alerts Enter your Email address: Wolters Kluwer Health may email you for journal alerts and information, but is committed to maintaining your privacy and will not share your personal information without your express consent. For more information, please refer to our Privacy Policy. Subscribe to eTOC Secondary Logo Journal Logo All Articles Images Videos Podcasts Blogs Advanced Search Toggle navigation Subscribe Register Login Articles & Issues Current IssuePrevious IssuesPublished Ahead-of-Print Collections Editorials of Laura Weiss Roberts, MD, MAAM Last PageCOVID-19 and Medical EducationAddressing Race and Racism in Medical EducationeBooksView All For Authors Submit a ManuscriptInformation for AuthorsLanguage Editing ServicesAuthor Permissions Journal Info About the JournalAbout the AAMCJournal MastheadSubmit a ManuscriptAdvertising InformationSubscription ServicesReprints and Back IssuesClassified AdsRights and PermissionsFor ReviewersFor MediaFor Trainees All Articles Images Videos Podcasts Blogs Advanced Search

Cited by 71

Learning About Problem Based Learning

Kim, Bosung, So, Hyo-Jeong · ATE Central (National Science Foundation) · 2009

This study, employing Schulman's teacher knowledge base as a theoretical lens, examines the complexity of pre-service teachers' technology pedagogical content knowledge (TPCK) in the context of integrating problem based learning (PBL) and information and communications technology (ICT). Ninety-seven pre-service teachers in this study engaged in a collaborative lesson design project where they applied pedagogical knowledge about PBL to design a technology integrated lesson in their subject area of teaching. Data was collected from two sources: surveys, and lesson design artifacts.Data analysis revealed that, while participants had theoretical understandings of pedagogical knowledge about PBL, their lesson designs showed a mismatch among technology tools, content representations, and pedagogical strategies, indicating conflicts in translating pedagogical content knowledge into designing pedagogically sound, technology integrated lessons.

Cited by 0

Integrating Learning Technologies and Problem-based Learning Integrating Learning Technologies and Problem-based Learning

Prof Dr, Philip Hallinger · 2015

Problem-based learning (PBL) and learning technology represent two of the most important trends in teaching and learning that have emerged over the past two decades. PBL developed in response to the need for education that increases the retention of learning, fosters transfer of learning, and develops attitudes and skills for life-long learning. In contrast, learning technology emerged somewhat more as a “solution in search of a problem.” Proponents of technology were convinced that the capabilities of technology had great potential for education. The goal of this paper is to examine the relationship between emerging technologies (e.g., software, hardware, multi-media) and PBL. The paper explores the range of possible roles that these technologies can play in the enhancement of PBL. This paper begins with the assumption that in order for technologies to assist in learning, they must be used within a pedagogical framework. PBL represents one such framework. This paper will: Briefly discuss what is problem-based learning; Present a framework for thinking about the use of learning technologies in problem-based learning; Provide examples through the description of several technology-enhanced PBL projects used at the

Cited by 0

Problem Based Learning for College Physics: What Is Problem-Based Learning?

<ns0:vcard>BEGIN:vCardVERSION:3.0FN:Nathaniel LasryORG:John Abbott CollegeADR;TYPE=WORK,POSTAL,PARCEL:;;Deparment of Physics;21,275 Lakeshore Road;Ste. Anne de Bellevue;Quebec;H9X 3L9;CATEL;TYPE=Organization:+514-457-6610EMAIL;TYPE=INTERNET,Work:lasry@johnabbott.qc.caEND:vCard</ns0:vcard> · The Physics Video Demonstration Database (Cornell University)

This page contains an overview of the Problem-Based Learning pedagogical approach, an instructional method in which authentic problems are used as the basis for student activities. The history and fundamental principles of the PBL method are discussed, with links provided to additional online resources. This page is part of a larger PBL collection, which includes a set of of field-tested activities for introductory physics classes. <b>SEE RELATED ITEMS BELOW</B> for a link to the full collection.

Cited by 0