Literature Review on Problem-Based Learning Intervention Research for Special Children

2021 ◽  
Vol 23 (4) ◽  
pp. 65-94
Author(s):  
Kyounguk Nam ◽  
Hojeong Choi
Keyword(s):  
Literature Review ◽  
Problem Based Learning ◽  
Intervention Research ◽  
Learning Intervention ◽  
Special Children

scholarly journals Twenty Years of Communication Intervention Research With Individuals Who Have Severe Intellectual and Developmental Disabilities

2010 ◽  
Vol 115 (5) ◽  
pp. 364-380 ◽  
Author(s):  
Martha E. Snell ◽  
Nancy Brady ◽  
Lee McLean ◽  
Billy T. Ogletree ◽  
Ellin Siegel ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Literature Review ◽  
Treatment Fidelity ◽  
Intervention Research ◽  
Communication Intervention ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Communication Performance ◽  
Current State ◽  
Communication Interventions

Abstract This literature review was conducted to evaluate the current state of evidence supporting communication interventions for individuals with severe intellectual and developmental disabilities. We reviewed 116 articles published between 1987 and 2007 in refereed journals meeting three criteria: (a) described a communication intervention, (b) involved one or more participants with severe intellectual and developmental disabilities, and (c) addressed one or more areas of communication performance. Many researchers failed to report treatment fidelity or to assess basic aspects of intervention effects, including generalization, maintenance, and social validity. The evidence reviewed indicates that 96% of the studies reported positive changes in some aspects of communication. These findings support the provision of communication intervention to persons with severe intellectual and developmental disabilities. Gaps in the research were reported as were recommendations for future research.

scholarly journals Problem-Based Learning in the Brazilian Congress of Engineering Education since 2010 up to 2019: A Systematic Literature Review

2020 ◽  
Vol 11 (07) ◽  
pp. 1107-1118
Author(s):  
Moacir Avila De Matos Junior ◽  
Antônio Carlos De Francisco ◽  
Eloiza A. Silva Avila de Matos
Keyword(s):  
Literature Review ◽  
Engineering Education ◽  
Systematic Literature Review ◽  
Problem Based Learning

scholarly journals Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review

2021 ◽  
Author(s):  
Rusly Hidayah ◽  
I Wayan Dasna ◽  
Parlan Parlan ◽  
Fauziatul Fajaroh
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Learning Method ◽  
Journal Articles ◽  
Asian Countries ◽  
Chemistry Students ◽  
Collaborative Problem ◽  
Metacognitive Abilities

Increasing the metacognitive abilities of chemistry students is an indisputable output of the teaching and learning process today. Collaborative problem based learning is a learning method that has been tested and proven to be applied, especially in Western countries in increasing the metacognitive abilities of students, but it is still very minimal applied in Asian countries, including Indonesia. Thus, this study was conducted to explore previous studies that examined collaborative problem-based learning in improving students' metacognitive abilities. The research design used in this study is a Systematic Literature Review with the requirements of the inclusion of articles on collaborative problem-based learning in improving the metacognitive abilities of chemistry students, accredited national and international publications between 2010 and 2020, full text, journal articles, and open access. The results of the exploration that were carried out found 102 articles, then the title and abstract were read into 20 articles, and 4 articles were read in full, which fulfilled all the stipulated inclusion requirements. The results of the systematic literature review conducted in this study provide empirical evidence of literacy that problem based learning improves the metacognitive abilities of chemistry students. However, most of research conducted still uses various instruments, which are not standardized and validated.

scholarly journals Concept cartoon in problem-based learning : A systematic literature review analysis

2019 ◽  
Vol 9 (1) ◽  
pp. 51 ◽  
Author(s):  
Siti Jamal ◽  
Nor Ibrahim ◽  
Johari Surif
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Creative Thinking ◽  
Teaching Strategy ◽  
Problem Based Learning ◽  
Interest In Science ◽  
Review Analysis ◽  
Science Technology ◽  
Concept Teaching ◽  
And Mathematics

Concept cartoon teaching strategy have the potential to increase creativity and innovation as well as the students' interest in understanding concepts. It is considered as a method that encourages students to continue exploring the issues raised and seeking solutions. This concept cartoon lesson is very suitable to be applied in the field of Science, Technology, Engineering and Mathematics which is often regarded as an abstract and difficult field. Therefore, it is becoming a necessity to see how far the cartoon concept in learning has been implemented in schools. This systematic literature review analysis aims to focus on the similarities and differences such as the objective used, the methodology used and the findings of the study. The study article was selected through a database of various types of journals according to keywords. Keywords used in the search are Concept Cartoon AND comic AND Problem-based learning. The search has been limited between 2009 and 2017. A total of 9 studies have been selected to be analyzed based on the four steps in systematic literature review. The four steps included frame a question, run a search, read the abstract and tittle of individual papers and abstract information from selected set of final articles.  The results of the systematic literature review analysis can be concluded on recent research and previous research that cartoon concept teaching strategy is very effective in enhancing creative thinking as well as cultivating students' interest in Science, Technology, Engineering and Mathematics.

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