Blended Teaching and Learning Methodology: Flipped Classroom, Peer and Problem-Based Instruction

2019 ◽  
Author(s):  
Matheus Pereira Lobo
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Peer Instruction ◽  
And Mathematics ◽  
Based Instruction ◽  
Selection Of ◽  
Blended Teaching

This article presents a selection of ideas borrowed from active methodologies–namely, Flipped Classroom (FC), Peer Instruction (PI), and Problem Based Learning (PBL)–as a blended approach for teaching and learning physics and mathematics.

scholarly journals The preliminary study on inverted problem-based learning in biology among science foundation students

2019 ◽  
Vol 8 (4) ◽  
pp. 713
Author(s):  
Azlinah Matawali ◽  
Sitty Nur Syafa Bakri ◽  
Nur Ramziahrazanah Jumat ◽  
Iziana Hani Ismail ◽  
Sazmal Effendi Arshad ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Learning Gain ◽  
Inverted Classroom ◽  
Higher Education System ◽  
Conventional Teaching ◽  
Before And After ◽  
Study Case ◽  
And Mathematics

<span>The emergent of Science, Technology, Engineering and Mathematics (STEM) Education in Malaysia has embarked challenges in higher education system. Conventional teaching methods often cause lower learning gain, fear and bad perceptions among students. The old initiative may also be the cause of students’ demotivation, lower interest in learning a subject or even dropouts. This study was conducted to evaluate the effectiveness of an inverted classroom by using the problem-based method in Biology subject among science foundation students. Students were divided into two groups; experimental (EG) and control (CG) group. A topic in Biology had been selected, and an assessment paper was given to both groups before and after the intervention session. The EG would experience self-learning through given materials and asked to conduct a problem-based learning study case. Meanwhile, the CG would obey the conventional teaching method before given a similar study case. The result reported significant improvement in assessment marks for EG group compared to the CG group. The students’ comparison between the pre- and post-test implies that they have shown positive improvement in understanding the content of the subject tested. This finding will serve as a primary platform to improvise and enhance teaching and learning methodology in biology subject for foundation level.</span>

scholarly journals Introdução da Flipped Classroom no ensino de enfermagem: Relato de uma aula sobre pensamento crítico-criativo

2018 ◽  
Vol 8 (4) ◽  
pp. 829
Author(s):  
Caroline Porcelis Vargas ◽  
Paola Da Silva Diaz ◽  
Jouhanna Do Carmo Menegaz ◽  
Vânia Marli Schubert Backes ◽  
Silvana Silveira Kempfer ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Problem Based Learning ◽  
Peer Instruction ◽  
Just In Time

Objetivo: relatar a experiência do uso da flipped classroom em um seminário de enfermagem sobre a temática do pensamento crítico-criativo na formação de enfermeiros pós-graduandos. Método: construção e desenvolvimento de um seminário que teve duração de quatro horas, e contou com a participação de dez professores e alunos da pós-graduação em enfermagem. Foram utilizados três metodologias de flipped classroom: Just in time teaching, Peer Instruction e o Problem Based Learning. Resultados: foi possível contribuir para maior participação e apropriação de conhecimento acerca do tema como uso da flipped classroom, proporcionando a experimentação e sensibilização de métodos em professores e alunos. Considerações finais: através desta experiência buscou-se incentivar a reflexão, uma vez que esses métodos de ensino colocam o aluno como o sujeito ativo na aprendizagem, fazendo com que busquem em suas vivências ou estudos respostas para questões feitas por ele mesmo ou por outros.

Informatics Education Enhanced by Problem-Based Learning Model via E-Learning

2018 ◽  
pp. 393-417 ◽  
Author(s):  
Camilius A. Sanga ◽  
Daniel Wilson Ndyetabula ◽  
Sotco Claudius Komba ◽  
Safari Mafu
Keyword(s):  
Information Management ◽  
Research Methods ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
External Support ◽  
Technology Infrastructure ◽  
Teaching Research ◽  
E Learning

This book chapter presents an assessment of the implementation of a blended approach (Problem Based Learning and E-learning) in teaching Research Methods for Computing and Information Management course to Informatics students at Sokoine University of Agriculture, in Tanzania. The respondents comprised of 55 students and 10 instructors from the Department of Informatics. The students were taught Research Methods for Computing and Information Management course for 16 weeks using Problem Based Learning and E-learning principles. The results revealed that the use of Problem Based Learning enabled students to develop problem solving and critical thinking skills. Also, it was revealed that, in spite of the benefits of Problem Based Learning and E-learning in improving student-student and student-teacher interactions, the implementation of Problem Based Learning and E-learning in teaching Research Methods for Computing and Information Management course faced a number of contextual and infrastructural challenges such as lack of adequate Information and Communication Technology infrastructure, lack of external support, low Internet bandwidth, inadequate number of computers, lack of knowledge on E-learning and Problem Based Learning by facilitators, and lack of a unified policy for blending approach for teaching and learning different courses in most Higher Learning Institutions of developing countries. This book chapter recommends the adoption of flipped classroom instructional strategy in which Problem Based Learning and E-learning are used to promote student participation during the process of teaching and learning.

scholarly journals Undergraduates’ Interest Towards Learning Genetics Concepts Through Integrated Stemproblem Based Learning Approach

2020 ◽  
Vol 22 (12) ◽  
Author(s):  
Shamimah Parveen Abdul Rahim ◽  
◽  
Mohd Ali Samsudin ◽  
Mohd Erfy Ismail ◽  
Mohd Hasril Amiruddin ◽  
...  
Keyword(s):  
Higher Education ◽  
Problem Based Learning ◽  
First Year ◽  
Learning Approach ◽  
First Semester ◽  
Learning Module ◽  
Integrated Stem ◽  
And Mathematics ◽  
Based Instruction ◽  
Programs Of Study

Scientific and innovative society can be produced by giving priorities in Science, Technology, Engineering, and Mathematics (STEM) as emphasized by Malaysian Higher Education Blueprint (2015-2025). STEM need to be implemented at higher education because universities need to produce competent graduates to support economy growth and sustainable development. Learning STEM through Problem Based Learning might allow the undergraduates to become more enthusiastic when problem-based instruction is incorporated with STEM by implementing teamwork and problem-solving techniques to engage the first-year undergraduates fully with the learning. This study was conducted to investigate whether Integrated STEM Problem Based Learning module could enhance and retain the interest towards genetics concepts among first-year undergraduates. Topics in genetics was considered difficult not only to teach but also to learn. In this research, to overcome the genetic concepts learning difficulties, genetic related topics were chosen to introduce STEM through problem-based learning approach, which might help first-year undergraduates to acquire deep genetic content knowledge. This is very vital for the first-year undergraduates, as the knowledge gained in their first semester will be applied in the upcoming courses in their entire undergraduates’ programs of study. A Pre-Experimental research design with one group-posttest design was applied. A total of 50 participants who are first-year undergraduates from Faculty of Biology from one of the public universities in Malaysia were involved. The Genetics Interest Questionnaire used to study if the STEM Problem Based Learning module could enhance and retain the interest towards genetics concepts. The research has proven that Integrated STEM through problem-based learning approach could enhance and retains the interest in learning genetics concepts among first-year undergraduates.

Robotics and Problem-Based Learning in STEM Formal Educational Environments

2013 ◽  
pp. 463-488 ◽  
Author(s):  
Neal Grandgenett ◽  
Elliott Ostler ◽  
Neal Topp ◽  
Robert Goeman
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Real Life ◽  
Problem Based Learning ◽  
National Standards ◽  
Educational Robotics ◽  
Educational Environments ◽  
And Mathematics ◽  
K 12

Some of the best learning may occur in the context of a problem, whether in life or in the formal educational classroom. This chapter focuses on the use of educational robotics as a rich context for real-life applications and problems that can encourage the teaching and learning of science, technology, engineering, and mathematics (STEM) in formal K-12 educational environments. The chapter presents research related to the compatibility of educational robotics with problem-based learning, as well as two years of field test results from a National Science Foundation (NSF) project that is developing, testing, and refining an educational robotics curriculum. This curriculum has a foundation of problem-based learning strategies. The national curriculum effort uses an open-source programmable, robot platform and a Web-based cyber-infrastructure delivery system that provides teachers with a flexible lesson structure, compatible with national standards and engaging students in problem-based learning.

Robotics and Problem-Based Learning in STEM Formal Educational Environments

2012 ◽  
pp. 94-119 ◽  
Author(s):  
Neal Grandgenett ◽  
Elliott Ostler ◽  
Neal Topp ◽  
Robert Goeman
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Real Life ◽  
Problem Based Learning ◽  
National Standards ◽  
Educational Robotics ◽  
Educational Environments ◽  
And Mathematics ◽  
K 12

Some of the best learning may occur in the context of a problem, whether in life or in the formal educational classroom. This chapter focuses on the use of educational robotics as a rich context for real-life applications and problems that can encourage the teaching and learning of science, technology, engineering, and mathematics (STEM) in formal K-12 educational environments. The chapter presents research related to the compatibility of educational robotics with problem-based learning, as well as two years of field test results from a National Science Foundation (NSF) project that is developing, testing, and refining an educational robotics curriculum. This curriculum has a foundation of problem-based learning strategies. The national curriculum effort uses an open-source programmable, robot platform and a Web-based cyber-infrastructure delivery system that provides teachers with a flexible lesson structure, compatible with national standards and engaging students in problem-based learning.

EFFECTIVENESS OF PROBLEM BASED LEARNING MODEL (PBL) SETTING OPEN ENDED APPROACH IN MATHEMATICS LEARNING

2017 ◽  
Vol 5 (3) ◽  
pp. 418
Author(s):  
Muhammad Nur Sabar
Keyword(s):  
Teaching And Learning ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
High Category ◽  
Class Viii ◽  
The Mean ◽  
Normalized Gain ◽  
Pbl Model

The study aims at examining (1) the effectiveness of the implementation of Problem Based Learning (PBL) model using Open Ended approach, (2) the students’ learning result in mathematics who were taught by using PBL model with Open Ended approach, (3) the students’ activities in teaching and learning process by using PBL model with Open Ended approach, and (4) the students’ response on learning. The study is pre-experiment research with One Group Pretest-Posttest Design. The populations of the study were class VIII students at SMPN 33 Makassar of academic year 2016/2017 wich consisted of 10 classes. Samples were selected by employing Cluster Random Sampling technique and obtained class VIIIE as the research sample. Data were obtained by using learning result test instrument, observation sheet of students’ activities, observation sheet of learning implementation, and questionnaire of students’ response. The results of the study reveal that the learning result score of class VIII students in mathematics I sin high category, the mean 83.22, and deviation standar 8.549, the classical completeness is 87.50%, the mean of normalized gain is in high category, the students’ activity is in very active category, and students’ response on the implementation of PBL model with Open Ended approach is positive. The result of hypothesis test indicates that PBL model with Open Ended approach is effective to implemented in Mathematics learning to class VIII students at SMPN 33 Makassar. 

Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools

2019 ◽  
Vol 7 (1) ◽  
pp. 91-97
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Jel Classification ◽  
Student Perspective ◽  
Mathematics Students ◽  
Programme Implementation ◽  
Policy Makers ◽  
And Mathematics

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

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