The Positive Effects of Problem-Based Learning (PBL) on Pre-Service Preschool Teachers’ Interpersonal Competence, Empathy, Communication, and Interest in a Course Subject

2019 ◽  
Vol 19 (8) ◽  
pp. 1291-1311
Author(s):  
Hee Jung Min ◽  
Sung-Hee Kim
Keyword(s):  
Preschool Teachers ◽  
Problem Based Learning ◽  
Interpersonal Competence ◽  
Positive Effects

scholarly journals WeChat as a Platform for Problem-Based Learning in a Dental Practical Clerkship: Feasibility Study (Preprint)

2018 ◽  
Author(s):  
Wei Zhang ◽  
Zheng-Rong Li ◽  
Zhi Li
Keyword(s):  
Problem Based Learning ◽  
Case Group ◽  
Student Centered ◽  
Positive Effects ◽  
Final Questionnaire ◽  
Term Evaluation ◽  
Group Members ◽  
And Performance ◽  
Periodic Evaluation

BACKGROUND Problem-Based-Learning (PBL) has been widely accepted in student-centered medical education. Since WeChat is the most popular communication app in China, we have chosen to use WeChat as new platform for online PBL in order to reduce the limitations of traditional PBL in dental practical clerkships. OBJECTIVE This study aims to demonstrate the feasibility and acceptability of online PBL using WeChat (WeChat-PBL) in a dental practical clerkship. METHODS A total of 72 students in a dental practical clerkship and 10 tutors participated in this study from June to August 2017. We created 10 WeChat groups to provide a communication platform for the PBL teaching, in which the students selected the PBL cases themselves from their practical clerkship. After each individual PBL case, group members were required to complete an evaluation on the PBL process itself. A final questionnaire survey was completed by the participants to summarize the long-term evaluation of the whole WeChat-PBL experience after the 3-month clerkship. Data from the PBL cases, WeChat messages, periodic evaluations, and long-term evaluations were collected for analysis. RESULTS There were 45 cases presented in the WeChat-PBL within the 3-month clerkship. All students had positive reactions to the communication within the PBL groups. The results of the periodic evaluation showed that the students and tutors were quite satisfied with the process of WeChat-PBL and appreciated the group members’ contributions and performance. The final questionnaire results indicated that the WeChat-PBL had achieved positive effects. CONCLUSIONS The results of this study indicate the feasibility and acceptability of the app, WeChat, for problem-based learning in a dental practical clerkship.

scholarly journals The Impact of Problem-Based Learning in an Interdisciplinary First-Year Program on Student Learning Behaviour

1969 ◽  
Vol 37 (3) ◽  
pp. 87-107
Author(s):  
Journal Manager
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
National Survey ◽  
Problem Based Learning ◽  
Systematic Investigation ◽  
Personal Contact ◽  
First Year ◽  
Positive Effects ◽  
Undergraduate Experience ◽  
The Impact

Canadian universities are struggling to address seemingly contradictory challenges pertaining to undergraduate education: high demand and underfunding. A number of instruments, including the National Survey of Student Engagement (National Survey of Student Engagement, n.d.), have led to greater priority being placed on the undergraduate experience. Yet, strategies to ensure student satisfaction with their education, through initiatives such as small classes and personal contact with faculty, seem at odds with the large classes necessitated by fiscal imperatives. We carried out a systematic investigation of the impact of one problem-based learning course on first year students’ experiences. We also investigated the persistence of skills and attitudes learned in this single exposure to problem-based learning. The results of our investigation show that this course had very positive effects on the immediate and persistent behaviours of students. Our research provides empirical evidence of the effectiveness of problem-based learning and leads us to suggest how a problem-based approach might help universities enhance the quality of education and the undergraduate experience.  

scholarly journals The Relationship between the Factors and Conditions of the Autonomy of Preschool Teachers and Fostering the Autonomy of Preschool Children in Kindergarten

2020 ◽  
Author(s):  
Tatjana Devjak ◽  
Irena Janžekovič Žmauc ◽  
Jože Benčina
Keyword(s):  
Preschool Children ◽  
Preschool Teachers ◽  
Professional Autonomy ◽  
Actual State ◽  
Preschool Teacher ◽  
Positive Effects ◽  
Teaching Aids ◽  
The Relationship ◽  
Research Show ◽  
Stimulation Of

In the paper, we argue that fostering the autonomy of children in kindergarten contributes to the positive effects of the individual’s autonomy later in life. Various sources substantiate the assumption that there is a relationship between the child’s autonomy and the autonomy of educators. In the paper, we identify and investigate how preschool teachers evaluate the factors of their own professional autonomy, we determine the factors and conditions that, in their opinion, foster the autonomy of preschool children, and we verify whether the assessment of both factors and conditions affects the actual state of the stimulation of the autonomy of children in kindergarten. With regard to fostering the autonomy of children, we have in mind the participation of children, enabling them to play and learn and to manipulate materials and teaching aids in their own way, so that preschool teachers can offer them a choice, take into account their feelings and perspectives, and provide them with rational feedback. The results of the research show that an evaluation of the factors and conditions for fostering the autonomy of children by preschool teachers (N = 524) has a beneficial effect on fostering the autonomy of the children, but it is not crucial. The most important factors in fostering the autonomy of children are the preschool teacher as a person and the participation of children.

Gifted Middle School Students’ Achievement and Perceptions of Science Classroom Quality During Problem-Based Learning

2017 ◽  
Vol 28 (1) ◽  
pp. 28-50 ◽  
Author(s):  
Anne K. Horak ◽  
Gary R. Galluzzo
Keyword(s):  
Student Achievement ◽  
Data Analysis ◽  
Student Perceptions ◽  
Science Classroom ◽  
Problem Based Learning ◽  
Classroom Quality ◽  
Choice Test ◽  
Future Research ◽  
Achievement Data ◽  
Positive Effects

The purpose of this study was to explore the effect of problem-based learning (PBL) on student achievement and students’ perceptions of classroom quality. A group of students taught using PBL and a comparison group of students taught using traditional instruction were studied. A total of 457 students participated in the study. Pre- and post-student achievement data were collected using a 25-item multiple-choice test that aligned with state and local objectives. Data analysis indicated statistically significant gain scores in both the groups with a higher gain score in the PBL group. Data analysis also revealed statistically significant differences in the total score on the Student Perceptions of Classroom Quality (SPOCQ) in favor of the PBL group. This study found positive effects for well-implemented PBL instruction with these students. Future research should include longitudinal studies expanded to different subjects, grade levels, and populations of students.

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