<ns0:vcard>BEGIN:vCardVERSION:3.0FN:Camil CyrORG:College de MaisonneuveADR;TYPE=WORK,POSTAL,PARCEL:;;College de Maisonneuve;3800 Sherbrook Street East;Montreal;Quebec;;CAEND:vCard</ns0:vcard> · The Physics Video Demonstration Database (Cornell University)
This item is an experiential learning activity for introductory physics relating to conservation of energy and gravitational potential energy. In this scenario, students are given a rough design for a bungee jump from a 20-meter tower. They work cooperatively to figure out the parameters for a safe jump. While some information is given, the student is required to research certain aspects, such as the medically-recommended maximum acceleration for an untrained jumper. In keeping with the PBL method, students will sift through information to separate useful from irrelevant data, locate missing information on their own, and then apply physics in finding solutions. This resource includes a printable student manual and a password-protected teacher's guide with solutions and tips for instructors. <b>SEE RELATED ITEMS</b> for a link to the full collection of PBL exercises by the same authors.
Cited by 0
Professor Flemming, K. Fink, A European et al. · 2005
some of the key findings from this pro-ject. The project idea was to bring together a number of European univer-sities exploring the area of Work Based Learning (WBL) in relation to Conti-nuing Engineering Education (CEE). The paper discusses two areas of the overall project. The role of tacit knowledge and its interaction with explicit knowledge in WBL Combination of experiences from
Cited by 0
Caroline Marcangelo, Carolyn Gibbon · Insight (University of Cumbria) · 2009
The HE Academy Problem based Learning Special Interest Group (PBL SIG) have collaboratively produced a PBL evaluation toolkit is designed as a source of agreed evaluative methods, tools and instruments that will enable the systematic generation of evidence from a broad range of HSaP-related subject areas and programmes delivered different HEI's across the UK. By using these agreed tools, the community of practitioners undertaking evaluations on a relatively small scale within their individual institutions can combine comparable findings to build a more substantive database. This could ultimately increase our body of knowledge of PBL as a distinctive educational strategy and its impact on learners and learning, in order to develop and enhance educational practice.
Cited by 10Open access
Abdus Salam, Nabishah Mohamad, Harlina Halizah Siraj et al. · Greater South Information System · 2009
The South-East Asian Journal of Medical Education (SEAJME) is the culmination of the SEARAME's vision to bring together medical educationists in the region to promote collaborative efforts toward uplifting the standards of medical education in the region and beyond through dissemination of knowledge. This journal will be the ideal platform to disseminate research findings and stimulate discussion among experts in the field. Open access policy of the journal will facilitate this ideal.From November 2019, The South-East Asian Journal of Medical Education (SEAJME) is indexed in EuroPub
Cited by 0Open access
HK Yuen, Yuehan Lee · The HKU Scholars Hub (University of Hong Kong) · 2001
Cited by 0
Marcelo Duarte Porto, Marilda Marques Barbosa · International Journal for Innovation Education and Research · 2019
This paper aims to analyze possible convergences between Problem Based Learning (PBL) and Psychoanalysis. It is intended to discuss how psychoanalysis can contribute to the efficiency of PBL. This by proposing reflections on affective and unconscious aspects that PBL may be neglecting. Such aspects may become more conscious and reflected, enhancing the results obtained by the PBL. Among these we can mention: teacher-student relationship; the role of tutor and its relation to the abstinence of narcissistic enjoyment; the positive connotation that can be given to the conflict arising from doubts about the problem, among others; how to deal with always partial knowledge; how to deal with the autonomy to learn and the consequent responsibility.
Cited by 2Open access
Cheryll M. Adams, Alicia Cotabish, Debbie Dailey · 2021
Cited by 0
Howard S. Barrows · JAMA · 1983
There is an increasing concern that the curricula of many medical schools put too heavy an emphasis on memorization of facts and little stress on problem solving or self-directed study skills necessary for the practice of medicine. Problem-based, self-directed learning is a teaching-learning method specifically designed to emphasize these skills and to increase the retention of facts and their recall in the clinical situation. This approach, built on research into the problem-solving skills of physicians and principles of educational psychology, is employed by several medical schools and serves as an antidote to the many educational abuses seen in more traditional approaches.
Cited by 215
John V. Smith · 2014
Abstract: The process of thinking like an engineer was explored in a problem-based learning course in environmental engineering. Guest engineers were invited to participate in workshop based around dialogue between students and the guest engineer. Questions and comments by the guest engineers in each of three weeks were collated and classified. Scope of the project, specific technical points, sources of information, approach to the project, capability of participants and overview of the purpose of the project were found to be an evident classification of the questions and comments made by guest engineers. Explicit discussion of the thinking processes revealed by the dialogue followed the workshop. Students remained engaged in the dialogue as they were simultaneously receiving relevant advice and information related to their projects.
Cited by 0
Rachel Spronken‐Smith, Tony Harland · Active Learning in Higher Education · 2009
This research explores the experiences of a group of academics learning to teach with problem-based learning (PBL) and how a community of practice (COP) supported this transition. An action-research project evaluated both PBL experiences and group processes. Teachers were enthusiastic about PBL but experienced a variety of problems during the transition. Those new to teaching had particular difficulty taking on the PBL role of `facilitator'. All teachers struggled to work within the `rules' of PBL. Of specific concern was the varied input teachers provided for their tutor groups and possible inequalities for student learning. The COP enabled professional learning about teaching PBL, but the dynamics of the group were perceived as too hierarchical. The group could have functioned better if it had adopted the principles underpinning a COP so that teachers could take a more critical stance towards how they operated within the group and how they taught PBL.
Cited by 115
Tina Overton · New Directions in the Teaching of Physical Sciences · 2007
Cited by 29
Acta Pharmacologica Sinica, Chinese Pharmacological Society, Ying-tung Lau · 2015
KEY WORDS problem-based learning; pharmacology; medical education Problem-based learning (PBL) requires active student participation and the use of clinical cases as a trigger to learn within a given area. It has gained much attention as a pedagogic alternative in the course of reform in medical education due to information overload. From discipline-based consideration, it is interesting to understand the views of department heads of pharmacology about implementing PBL for their medical students. According to a general survey from the heads of the department of pharmacology across medical schools in Taiwan, we found that although serious reservation about the approach remains, many departments indeed look forward to including PBL component in their pharmacology curriculum.
Cited by 0
John Savery, Carol A. Savery · 2010
Cited by 1
The Journal of Physiology · 1999
Cited by 0
Dyah Pitaloka · Zenodo (CERN European Organization for Nuclear Research) · 2025
This article discusses the problem-based learning (PBL) model in Islamic religious education at the senior high school level. The research questions addressed are: 1) What problems do students experience during the learning process? 2) How can the problems experienced by students during the learning process be solved? This article was written using problem-based learning research. Some of the problems experienced by high school students include a decline in interest in learning Islamic religious education, numerous distractions during learning, difficulty concentrating, and an inability to enjoy certain subjects. The solutions to overcome these problems include introducing Islam more deeply to students from an early age as a way to make religion the basis of everything, convincing students that learning religion is important as a way to avoid these problems, and parents must be able to show that worship is very important in Islam. Parents must also tell their children that worship is important and obligatory for Muslims by setting a good and proper example.
Cited by 0Open access
Kimberley Daly · 2024
This chapter discusses how problem-based learning works in a classroom setting. A description of the five phases and key instructional differences of problem-based learning is provided. An explanation of the Learning Issues Board, what it is, and why it is important, is also included. Anecdotes and examples from past curriculum implementation in schools and districts are provided to illustrate ideas.
Cited by 13
Abdus Salam, Nabishah Mohamad, Harlina Halizah Siraj et al. · Greater South Information System · 2009
The South-East Asian Journal of Medical Education (SEAJME) is the culmination of the SEARAME's vision to bring together medical educationists in the region to promote collaborative efforts toward uplifting the standards of medical education in the region and beyond through dissemination of knowledge. This journal will be the ideal platform to disseminate research findings and stimulate discussion among experts in the field. Open access policy of the journal will facilitate this ideal.From November 2019, The South-East Asian Journal of Medical Education (SEAJME) is indexed in EuroPub
Cited by 0Open access
Loft, Christine · Figshare · 2025
Presentation on Problem Based Learning
Cited by 0Open access
van Lammeren, R.J.A. · Socio-Environmental Systems Modeling · 2000
Cited by 0Open access
Loghman Ansarian, Mei Lin Teoh · Springer briefs in education · 2018
Cited by 2