Problem-Based Learning in a Woodwind Methods Course: An Action Research Study

2018 ◽  
Vol 28 (1) ◽  
pp. 55-69 ◽  
Author(s):  
Jennifer A. Blackwell ◽  
Nicholas E. Roseth
Keyword(s):  
Action Research ◽  
Music Teachers ◽  
Research Study ◽  
Real Life ◽  
Problem Based Learning ◽  
Methods Course ◽  
Video Assessment ◽  
Course Materials ◽  
Course Engagement ◽  
Action Research Study

The purpose of this action research study was to explore the use of problem-based learning (PBL) in a secondary instrument methods course. Six students enrolled in a woodwind methods course and participated in PBL activities—including video assessment, written scenarios, emergent performance scenarios in the classroom, group activities, and structured peer teaching—aimed at improving their ability to diagnose and solve instrument-specific performance problems. We examined students’ perceptions of PBL, including their teaching confidence, retention of course materials, and overall course engagement. The data collected suggest that students perceived themselves to be learning effectively in this PBL environment, and they felt generally confident in their ability to teach woodwinds. In addition, students appreciated opportunities for “real-life” teaching scenarios and expressed high levels of motivation, though they found this approach somewhat haphazard and unstructured. We suggest that PBL may be a viable method for educating preservice music teachers.

Instructional Approaches to Teaching a Korean Percussion Ensemble (Samulnori) to Preservice Music Teachers and Preservice Classroom Teachers: An Action Research Study

2018 ◽  
Vol 28 (1) ◽  
pp. 70-82
Author(s):  
Hyesoo Yoo ◽  
Sangmi Kang
Keyword(s):  
Action Research ◽  
Music Teachers ◽  
Research Study ◽  
Research Process ◽  
Methods Course ◽  
Classroom Teachers ◽  
Percussion Ensemble ◽  
Practical Action ◽  
Field Notes ◽  
Action Research Study

The purpose of this practical action research study was to explore how preservice music teachers, preservice classroom teachers, and a methods course instructor responded to the experience of rehearsing a Korean percussion ensemble piece. Seven preservice music teachers and nine preservice classroom teachers rehearsed Samulnori for 20 minutes per week for 8 weeks. Data sources included reflective narratives produced by the instructor and participants, observation field notes, and participant interviews. Through each step in the action research process, across multiple cycles of instruction and reflection, the teaching approach was altered to better fit participants’ needs and interests in the two groups. While preservice music teachers valued authentic music demonstrations and the hands-on process of learning to perform Samulnori in a polished and accurate manner, preservice classroom teachers required more detailed verbal explanations in addition to music demonstrations and showed interest in learning about the historical and cultural background of Samulnori.

scholarly journals Problem-Based Learning to Enhance Students’ Understanding and Motivation for Learning Mechanical Science

2014 ◽  
Vol 2 (1) ◽  
pp. 56-66 ◽  
Author(s):  
Madihah Khalid ◽  
Hassan Rahman
Keyword(s):  
Action Research ◽  
Conceptual Understanding ◽  
Research Study ◽  
Problem Based Learning ◽  
Brunei Darussalam ◽  
Technical Students ◽  
Parallel Group ◽  
Motivation For Learning ◽  
The Subject ◽  
Action Research Study

This action research study sets out to investigate whether Problem-Based Learning (PBL) would enhance the technical students’ level of conceptual understanding and motivation for learning the subject of mechanics. This action research study involved a single classroom from a technical college where the instructional intervention was implemented for about 4 weeks (a total of 8 lessons). Quantitative data was generated through the administration of Pre and Post-tests, rubrics and questionnaires, while qualitative data was collected through lesson observations and interviews. Based on the results obtained, the sample students in general were found to make the desired improvement in their level of conceptual understanding of Mechanics. Comparison made based on a phase-test with a parallel group also showed that the sample students performed better than their immediate counterparts. With PBL, the students felt that focusing authentic engineering problems made the subject more relevant to their interests while the collaborative learning approach in the PBL setting made students share ideas and support each other thus enabled them to grasp the conceptual understanding required.     Abstrak   Kajian tindakan ini menyelidik sama ada Pembelajaran Berasaskan Masalah (PBL) boleh meningkatkan tahap pemahaman konsep dan motivasi bagi pembelajaran mata pelajaran mekanik pelajar-pelajar teknikal.  Kajian tindakan ini melibatkan sebuah kelas di kolej teknikal di Brunei Darussalam di mana intervensi pengajaran telah dilaksanakan selama empat minggu (sejumlah lapan sesi pengajaran).  Data kuantitatif telah dijana melalui ujian pra dan pasca intervensi, rubrik dan soal selidik, sementara data kualitatif telah diperolehi daripada pemerhatian sesi pengajaran dan temubual.  Berdasarkan data kajian yang diperolehi, pada umumnya pelajar yang disampel menunjukkan kemajuan seperti yang diingini dalam tahap pemahaman konsep mekanik. Perbandingan dengan satu kumpulan selari berdasarkan satu ujian fasa menunjukkan pelajar yang disampel mempunyai prestasi yang lebih baik daripada kumpulan selari tersebut.  Dengan menggunakan PBL pelajar merasakan bahawa memberi fokus kepada masalah kejuruteraan yang sebenarnya membuat subjek itu lebih relevan dengan minat mereka sementara pendekatan pembelajaran kolaboratif dalam suasana PBL membuat mereka berkongsi idea dan menguatkan satu sama lain, justeru membuat mereka berupaya memahami konsep yang diperlukan.

scholarly journals An Action Research Study of Promoting Teachers’ Confidence and Competence in Teaching English Meaningfully

2021 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Eiman Hassan Nather
Keyword(s):  
Public Schools ◽  
Action Research ◽  
Classroom Practices ◽  
Research Study ◽  
Real Life ◽  
English Teachers ◽  
Directed Group ◽  
Training Course ◽  
Learner Centered ◽  
Action Research Study

This action research study investigates the introduction, implementation and evaluation of a training course—Meaningful Communication in English (MCE)—designed for English teachers at Saudi public schools. The course aims to promote the teachers’ confidence and competence to use alternatives in classroom practices and develop an English communicative and interactive syllabus. Saudi public schools aim to educate students to use English in real-life communication. However, the current classroom practices do not meet these expectations. Despite having been taught English from Grade 4, most Saudi high school students graduate with low levels of understanding and competence when communicating in English. Saudi teachers and students are afraid of change because they are confused and suspicious about the functions and effectiveness of interactive classroom activities. This situation in schools demands the development of a training course based on communicative and interactive pedagogies and topics related to real life situations. The study is conducted in two cycles to investigate the training strategies and acquisition associated with MCE over 180 hours of training. Each cycle of MCE is based on the themes of the first three stages of research: theme 1- ‘identifying the problem’, theme 2- ‘reviewing literature’ and theme 3- ‘developing a plan’. Upon the completion of MCE in each cycle, participant teachers were encouraged to conduct the following two stages ‘implement the plan’ and ‘evaluate the outcomes’ at their classrooms while providing remote supervision and support. The MCE training course differs from the traditional trainer-directed approach to introducing a learner-centered approach. Two hundred and forty-three English teachers contributed to this study and participated in observations, directed group discussions and surveys. The study found that MCE contributes positively to teachers’ professional confidence and competence. The outcomes from this study will inform current practice and policy in the teaching and learning of English in Saudi Arabian training rooms as well as classrooms, and will contribute to creating an engaging, interactive and learner-centered training courses for the future.

An Action Research Study on Globally Competent Teaching in Online Spaces

2021 ◽  
pp. 264-288
Author(s):  
Shea N. Kerkhoff ◽  
Fatemeh Mardi ◽  
Han Rong
Keyword(s):  
Action Research ◽  
Online Education ◽  
Research Study ◽  
Methods Course ◽  
Global Competence ◽  
Global Learning ◽  
Master's Students ◽  
Global Pandemic ◽  
Online Spaces ◽  
Action Research Study

Research shows that teachers understand why global competence is important but do not necessarily know how to implement global teaching. One way to address this problem of practice is integrating global competence with teacher education. Education abroad is an effective method to internationalize teaching, but travel is suspended due to the global pandemic. At the same time, the pandemic also highlights how global cooperation and global competence are vital in mitigating the effects of the virus. The purpose of this action research study was to investigate the impact of infusing global learning in an online education methods course. Data sources included products of learning and reflections from 24 master's students. Findings include five themes (multilingual communication, current event awareness, content-aligned integration, utilizing students' identities, and practicing local-global inquiry) that describe the prerequisites, barriers, challenges, and successes as teachers develop global competence and implement globally competent teaching in their K-12 classrooms.

Evaluating a problem based learning course: An action research study

2001 ◽  
Vol 10 (1-2) ◽  
pp. 30-38 ◽  
Author(s):  
Jackie Walker ◽  
Suzi Bailey ◽  
Robyn Brasell-Brian ◽  
Sharon Gould
Keyword(s):  
Action Research ◽  
Research Study ◽  
Problem Based Learning ◽  
Action Research Study

scholarly journals A Participatory Action Research Study of Collaborative Course Development Across Higher Education Programs

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Margaret Weiss ◽  
Anthony Pellegrino
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Research Study ◽  
Faculty Members ◽  
Participatory Action ◽  
Course Materials ◽  
Working Together ◽  
Philosophical Framework ◽  
Action Research Study

Collaboration is a much-used term that connotes images of teams working together to facilitate better outcomes. Being able to work with others in professional environments has become an expected part of most careers. While many courses in higher education require students to collaborate in various capacities in order to learn about working together and value differing perspectives, few faculty members teach together to model effective collaborative partnerships.This presentation will highlight findings from a participatory action research study of two Mason faculty members from different programs who developed and co-taught an integrated course about school-based collaboration for prospective and practicing educators. We will describe results from interviews, observations, and analysis of course materials related to:Developing a collaborative philosophical framework and purpose for the courseNegotiating collaborative assignments and assessmentsIntegrating our expertise to coteach class sessionsIdentifying and resolving philosophical and infrastructure challengesInterpreting student feedback and outcomes.Discussion will include:The need for university dialogue about academic collaborationThe impact faculty interactions have on collaborative effortsThe importance of curricular vision and coherence in collaborative effortsFuture research directions.

An Action Research Study of the Effectiveness of Problem-Based Learning in Promoting the Acquisition and Retention of Knowledge

1997 ◽  
Vol 20 (4) ◽  
pp. 423-437 ◽  
Author(s):  
Richard F. Dods
Keyword(s):  
Action Research ◽  
Student Satisfaction ◽  
Research Study ◽  
Problem Based Learning ◽  
Traditional Lecture ◽  
Self Evaluation ◽  
Action Research Study ◽  
Content Coverage ◽  
Talented Students ◽  
Retention Of Knowledge

This action research study compares the efficacies of problem-based learning (PBL), traditional lecture, and a combination of PBL and traditional lecture to promote understanding and retention of the principle content of an elective science course, biochemistry, taught at a school for talented students. The study utilizes a pre- and post-course self-evaluation of student understanding, a measure of depth of understanding, and a questionnaire designed to determine student satisfaction. Lecture tended to widen the content coverage, while understanding and retention was promoted by PBL. Curriculum must be designed to provide a balance between content coverage and depth of understanding. Due to previous training and perceived needs, students sometimes demand more content coverage than is necessary for a complete and adequate education.

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