scholarly journals Student Perceptions of Problem-Based Learning: A Case Study of Undergraduate Applied Agrometeorology

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Linda De Wet ◽  
Sue Walker
Keyword(s):  
Critical Thinking ◽  
Student Perceptions ◽  
Real World ◽  
Formal Education ◽  
Real Life ◽  
Problem Based Learning ◽  
Ongoing Study ◽  
Weather Data ◽  
The World

Many students do not seem to transfer their learning during formal education into applications in the real world. The objective of this ongoing study was to investigate the opinion of third-year students concerning their program through problem-based learning and to improve the module where necessary. Students attending theory classes had to apply their newly gained knowledge coupled with real-life weather data to solve a problem during practicums. Students attending practicums were given the same questionnaire thrice; thus, the answers were based on different sets of exercises. Responses by attendees for the three questionnaires were 73%, 100%, and 61%, respectively. Students preferred problem-based practicums (78%, 54%, and 72%, resp.) to other non-problem-based practicums. Most students thought that their knowledge had improved and it had prepared them better for the workplace (85%, 77%, and 92%, resp.). Generally students preferred working in groups (74%, 62%, and 56%, resp.), in contrast to those preferring to work individually. Students benefited from problem-based learning in that they thought they had improved their knowledge, skills, and critical thinking abilities and felt that they had learnt things that they could carry into their future lives out in the world at large and the workplace.

scholarly journals The Implementation of Problem-Based Learning to Increase Students’ Conceptual Understanding According to a Christian Perspective

2017 ◽  
Vol 12 (1) ◽  
pp. 31
Author(s):  
Hans David Lasut ◽  
Jacob Stevy Seleky
Keyword(s):  
Action Research ◽  
Conceptual Understanding ◽  
Formal Education ◽  
Real Life ◽  
Problem Based Learning ◽  
Life Problems ◽  
Christian Perspective ◽  
The World ◽  
Teachers And Students ◽  
Bahasa Indonesia

<p>In the world of education, it is important that the teacher considers knowledge that students gain in school that can be applied in various situations in a student’s life either during the course of their formal education or when facing real-life problems. The inability to apply knowledge is termed as a lack of conceptual understanding. The researcher hypothesized that Problem Based Learning (PBL) will overcome this problem. The aim of this research is to determine whether the implementation of PBL can increase student’s conceptual understanding and to discover effective ways to implement PBL in order to increase the student’s conceptual understanding. This research is Classroom Action Research and is two-cycle research where the researcher used  written tests, questionnaires,  interviews of teachers and students, teacher’s observation forms, and journal reflections as instruments to measure the student’s conceptual understanding and the implementation of PBL based on a Christian perspective. Based on the analysis and discussion, it can be concluded that the implementation of problem-based learning can increase the student’s conceptual understanding according to a Christian perspective.</p><p><em><span class="showMoreLessContentElement" style="display: inline;">BAHASA INDONESIA ABSTRAK</span>: Dalam dunia pendidikan, sangatlah penting bagi seorang guru untuk memperhatikan bahwa pengetahuan yang sudah siswa pelajari di sekolah dapat diaplikasikan dalam berbagai situasi baik saat siswa di sekolah maupun ketika mereka diperhadapkan dengan masalah dalam kehidupan. Ketidakmampuan siswa untuk mengaplikasikan pengetahuan yang sudah didapatkan dapat disebut sebagai kurangnya penguasaan konsep. Peneliti memutuskan untuk menggunakan Metoda Pembelajaran Berbasis Masalah (MPBM) untuk mengatasi masalah ini. Tujuan dari penelitian ini adalah untuk menemukan apakah penerapan MPBM dapat meningkatkan penguasaan konsep siswa dan langkah-langkah efektif untuk menerapkan MPBM dengan maksud untuk meningkatkan penguasaan konsep siswa. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang berlangsung selama dua siklus di mana peneliti menggunakan ujian tertulis, angket siswa, wawancara siswa, wawancara guru, lembar observasi guru, dan jurnal refleksi sebagai instrumen untuk mengukur penguasaan konsep siswa dan penerapan MPBM. Berdasarkan hasil analisis dan diskusi, maka dapat disimpulkan bahwa penerapan MPBM dapat meningkatkan penguasaan konsep siswa dalam mempelajari peluang secara perspektif Kristen.</em></p>

scholarly journals Problem Based Learning for Mathematics Critical Thinking Skills

2018 ◽  
Author(s):  
Nur Rohmatul Aini ◽  
Syafrimen Syafril ◽  
Netriwati Netriwati ◽  
Agus Pahrudin ◽  
Titik Rahayu ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Single Case ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Controversial Issues ◽  
Case Study Design ◽  
Single Side ◽  
Active Debate

This article aims to find out how to develop student’s critical thinking skills through Problem Based Learning. Single-case single-side case study design is using for method this study, involve one lecture. Data were collected through observation, interviews, and analyze document. The resultz were obtained, showing that the development of mathematics critical thinking skills was carried out using the problem based learning of two component: (i) controversial issues, and (ii) active debate. Temuan penelitian ini menunjukkan bahwa problem based learning dapat dijadikan sebagai salah satu alternative untuk mengembangkan kemampuan berfikir kritis matematis mahasiswa.

scholarly journals PENDIDIKAN VOCATIONAL SKILLS

2019 ◽  
Vol 2 (1) ◽  
pp. 68-87
Author(s):  
Denden Sudarman Hadiwijaya ◽  
Ahmad Hilal Hadiwijaya
Keyword(s):  
Qualitative Method ◽  
Formal Education ◽  
Public Life ◽  
Data Retrieval ◽  
Boarding School ◽  
Educational Institutions ◽  
Vocational Skills ◽  
Extra Curricular Activities ◽  
The World

This article aims to determine how important the vocational skill education for students in the Darussalam Islamic Boarding School of Kersamanah Garut. The background of this research is that ideally the person who was educated both formal and non-formal schools at least have the skills of life that it faces, especially in the world of work. In fact there are a lot of unemployment among educated either issued by the formal and non-formal education is still unused and still many educational institutions interventioned with offices and civil service, and there are still doubts in the world of work on the output issued boarding. Therefore it is necessary to study "Education Vocational Skills (Case Study In Darusaalam Islamic Boarding School Kersamanah Garut)", This study aims to describe and analyze the development of vocational skills in applied as future supplies students. It uses the method to achieve the goal of research is to reserch descriptive qualitative method. Data retrieval is done by interview, observation and documentation. Results from this study showed that the Darussalam Islamic Boarding school is a boarding school that equip students with vocational skills through extra-curricular activities in the form of education life skills oriented vocational education skills such as : organizational and clerical schools , or in the form of a course in which there are education vocational skills such as : automotive , sewing and culinary art , or other training by bringing in trainers from outside schools , in order to motivate students to become productive graduates who are able to enter public life line

Developing a Web Application for the Integration of Real-World, Scientific, Problem-Solving into the Secondary Classroom

2013 ◽  
pp. 422-432
Author(s):  
Susan E. Gill ◽  
Nanette I. Marcum-Dietrich ◽  
John Fraser
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Web Application ◽  
Physical World ◽  
Scientific Problem Solving ◽  
Secondary Classroom ◽  
The World ◽  
Interdisciplinary Framework ◽  
K 12

In the 21st century, digital natives, born into a world of omnipresent technology, spend much of their lives online. However, many teachers still see the use of educational technologies as a challenge (e.g., Ertmer, 2005; Li, 2007). The authors propose that the familiarity and ubiquity of these media offer a valuable way to engage students in meaningful learning. In the last decade, the National Science Foundation has invested heavily in bringing technology into the K-12 classroom by funding an array of cyberlearning applications to investigate how they can transform student learning. Model My Watershed is one of those experimental platforms that integrates online learning with an understanding of the physical world within an interdisciplinary framework. This case study documents the development of this application from concept through implementation and beyond. It provides insights into the challenges of application design and deployment for those entering the world of cyberlearning design.

Putting Across Tangibility

2018 ◽  
pp. 211-225
Author(s):  
Dieu Hack-Polay
Keyword(s):  
Critical Thinking ◽  
Everyday Life ◽  
Real Life ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Study Approach ◽  
Organisational Behaviour ◽  
Approach To Teaching ◽  
The Subject

This chapter examines a case study-approach to teaching organisational behaviour. It explains the effectiveness of the use of case study in teaching the subject which is often termed theoretical and complex. The chapter advocates that the use of real life organisational cases can make the learning and teaching process more tangible and contribute to the development of critical thinking. The chapter specifically supports the view that there are aspects of organisational behaviour that are visible in both everyday life of individuals and groups. If lecturers could bring this up in the delivery of the OB curriculum, the learners, who are future managers and supervisors, could connect the learning experiences to reality, which could lead them to a better academic understanding and later effective practitioners.

Employing Educational Robotics for the Development of Problem-Based Learning Skills

2018 ◽  
pp. 2492-2502 ◽  
Author(s):  
Nikleia Eteokleous
Keyword(s):  
Critical Thinking ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Interdisciplinary Approach ◽  
Student Experiences ◽  
Educational Robotics ◽  
Learning Tools ◽  
Learning Skills ◽  
Study Approach

Robotics activities are related to addressing a problem, and usually problems in authentic, real situations. The students are given a driving question and are requested to solve a “problem”. Having noticed this connection, the current study evaluates the integration of robotics as a tool where the problem based learning (PBL) method and the interdisciplinary approach are intertwined. Specifically, the pre-programmable floor robots, the BeeBots, were used as cognitive-learning tools in order to examine students' development of problem based learning skills: creativity-innovation, critical thinking, and collaboration. A case study approach was employed, collecting quantitative (pre- and post-questionnaires) and qualitative data (focus groups). The results revealed positive student experiences and reactions, and enhancement of the critical thinking and creativity-innovation skills.

Experiences of a US-India Team in Developing a Case Study That Illustrates Technical and Global Issues in Weld Design

2008 ◽  
Author(s):  
Pramod Rajan ◽  
P. K. Raju ◽  
Chetan S. Sankar
Keyword(s):  
Real World ◽  
Engineering Students ◽  
Learning Experience ◽  
Real Life ◽  
Inspection Time ◽  
Cd Rom ◽  
Global Issues ◽  
Auburn University ◽  
Institute Of Technology

Understanding the real-world issues in the global industry is one of the ways of enhancing the learning experience of engineering students. This paper describes such an experience. This was a collaborative weld design project between Auburn University, Auburn, Alabama, Indian Institute of Technology (IIT), Madras, India and Bharat Heavy Electricals Limited (BHEL), Tiruchirappalli, India. The main problems BHEL faced were (1) Inspection time of the welds, (2) Inaccessibility of the welds, and (3) Detection of kissing bond or pasty weld. Three possible solutions to these problems were identified by the practitioners. In order to bring this real-world issue into engineering classrooms, the authors developed a case study. The authors also developed a multimedia CD-ROM which brings the problem live into class rooms using video, audio and pictures. This case study has been tested with mechanical engineering students. The majority of the students found the use of case studies to be beneficial, particularly because of the group work and applicability to real life situations. The details of the case study and its implementation in an engineering class room at Auburn University are discussed in the paper.

scholarly journals The Impact Of Problem Based Learning On The Students’ Learning Outcomes Toward Critical Thinking Skill In Elementary School

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Agustiningsih Agustiningsih ◽  
Singgih Bektiarso ◽  
Arju Mutiah ◽  
Ahmad Ahmad
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Real Life ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
The Impact

Problem based learning supports students to have an ability to solve problems in real life, so that students’ critical thinking skill is structurally able to appear and is examined well. By problem based learning, students are able construct their own knowledges. This research is held in elementary school using true experimental with test post-test control group design. It uses quantitative descriptive approach. The data of critical thinking skill indicates that problem based learning does not affect significantly toward students’ critical thinking. The data of learning outcomes is analyzed by using t-test in 5 % signification level. The calculation result using t-test gains tcount = 2, 533. This value is consulted to ttable with db = 54 in 5 % signification level, so that it gains ttable = 2,005. It gains tcount>ttable (2,533 > 2,005). Based on its result, it can be concluded that problem based learning affects students’ learning result, unlike students’ critical thinking skill.

scholarly journals Educação de Jovens e Adultos: desafios e possibilidades na alfabetização

2016 ◽  
Vol 9 (1) ◽  
pp. 80
Author(s):  
Damares Araujo Teles ◽  
Maria Perpétua Do Socorro Beserra Soares
Keyword(s):  
Critical Thinking ◽  
Adult Education ◽  
Public School ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Research Subject ◽  
The World ◽  
Challenges And Opportunities ◽  
The City

RESUMOO presente artigo discute os resultados de uma pesquisa referente ao processo de alfabetização e letramento na Educação de Jovens e Adultos em uma escola pública na cidade de Parnaíba-PI, tendo como sujeito da pesquisa uma professora que atua nessa modalidade de ensino. Por isso o objetivo geral foi discutir os desafios e possibilidades na alfabetização de jovens e adultos. A pesquisa foi fundamentada em alguns autores como Freire (2001), Pinto (1991), Portela (2009), Soares (1998); Tfouni (2002), entre outros. Optamos pela abordagem qualitativa e o estudo de caso, com base em André (2005), Bogdan e Biklen (1994).Os resultados revelam que a prática pedagógica da professora tem contribuído eficazmente para alfabetizar e letrar os alunos. Por isso é preciso que o docente crie atividades que estimulem os discentes para que possam ler e produzir diferentes textos. Por conseguinte, concluímosque o intuito da Educação de Jovens e Adultos é desenvolver no sujeito jovem ou adulto o senso crítico, a capacidade de ler o mundo, além das habilidades e competências técnicas necessárias a vida em sociedade, ou seja, colaborar na formação e emancipação humana. Palavras-chave:  Prática Pedagógica. Alfabetização. Letramento. Educação de Jovens e Adultos.ABSTRACTThis article discusses the results of a survey concerning the acquisition of literacy and literacy in youth and adult education in a public school in the city of Parnaíba-PI, having as research subject a teacher who acts in this type of education. So the overall objective was to discuss the challenges and opportunities in literacy for youth and adults. The research was based on some authors such as Freire (2001), Pinto (1991), Portela (2009), Smith (1998); Tfouni (2002), among others. We chose the qualitative approach and case study, based on André (2005), Bogdan andBiklen (1994). The results reveal that the teaching practice of the teacher has contributed effectively to literate students. So it is necessary that the teacher create activities that encourage the students so they can read and produce different texts. Therefore, we conclude that the Youth and Adult Education aim is to develop in youth or adult subject critical thinking, the ability to read the world and the skills and techniques necessary to live in society, or collaborate in training and human emancipation.Keywords: Teaching Practice. Literacy.Youth and Adult Education.RESUMENEl presente artículo discute los resultados de una encuesta sobre el processo de alfabetización y letramento en la Educación de Jóvenes y Adultos en una escuela pública en la ciudad de Parnaíba-PI, teniendo como sujeto de la investigación una profesora que actúa en esta modalidade de enseñanza. Así el objetivo general fue discutir los desafíos y possibilidades en la alfabetización para jóvenes y adultos.La investigación se basó en algunos autores como Freire 2001), Pinto (1991), Portela (2009), Smith (1998); Tfouni (2002), entre otros. Elegimos el enfoque cualitativo y el de estudio de caso, basado en André (2005), Bogdan y Biklen (1994). Los resultados revelan que la práctica pedagógica de la maestra ha contribuido eficazmente para alfabetizar y letrar los alunos. Por lo tanto, es necesario el professor crear actividades que favorezcan a los estudiantes para que puedan leer y producir textos diferentes. Por conseguiente, llegamos a la conclusión que la intención de la Educación de Jóvenes y Adultos es desarrollar en el sujeto joven o adulto el pensamiento crítico, la capacidad de ler el mundo, además de las habilidades y competencias técnicas necesarias para vivir en sociedad, o sea, colaborar en la formación y emancipación humana.Palabras clave: Práctica Pedagógica. Alfabetización. Alfabetización. Educación de Jóvenes y Adultos.

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