scholarly journals Collaborative Learning and Skills of Problem-based Learning: A Case of Nigerian Secondary Schools Chemistry Students

2015 ◽  
Vol 11 (27) ◽  
pp. 53
Author(s):  
Abbas Babayi ◽  
Mohammad Yusof Arshad
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Secondary Schools ◽  
Problem Based Learning ◽  
Modern Society ◽  
Thinking Skills ◽  
Self Directed Learning ◽  
Problem Solving Skills ◽  
Chemistry Students ◽  
Improved Learning

The role of chemistry in the development of any society cannot be overemphasized. Chemistry students are therefore expected to have improved learning and acquisition of problem solving skills to facilitate the expected development in modern society. Problem-based learning is a student-centered pedagogy which helps students develop problem solving skills and improved knowledge through collaborative and self-directed learning under teacher’s guide. It is supported by Cognitive and Constructive psychologists. However the learning process in Nigeria does not produce students with the required skills and knowledge, because of traditional instructions by teachers, poor learning environment and inadequate learning facilities. The purpose of this study is to investigate the roles of teachers and students in development of collaborative learning and skills in Nigerian Secondary Schools. The study used a qualitative approach with explanatory design. Fifteen (15) chemistry students and a teacher were purposefully selected from one Senior Secondary School (16 years) as participants. The participants received 6 weeks of PBL lessons using a topic purification of water. The researchers collected data during the intervention process through observations field notes and interviews after the PBL lessons were conducted. The data were transcribed, triangulated and analyzed using content analysis. The results showed that the students have improved learning and acquisition of problem solving skills including communication, teamwork and high-order thinking skills due effective collaborative learning activities among them. It is therefore recommended that collaborative learning approach be introduced in Nigerian Secondary Schools.

scholarly journals Self-Directed Learning and Skills of Problem-Based Learning: A Case of Nigerian Secondary Schools Chemistry Students

2015 ◽  
Vol 8 (12) ◽  
pp. 70 ◽  
Author(s):  
Abbas Babayi Abubakar ◽  
Mohammad Yusof Arshad
Keyword(s):  
Problem Solving ◽  
Secondary Schools ◽  
Modern Society ◽  
Self Directed Learning ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Chemistry Students ◽  
Intervention Process ◽  
Directed Learning ◽  
Improved Learning

<p class="apa">The role of chemistry in the development of any society cannot be overemphasized. Chemistry students are therefore expected to acquire flexible knowledge and problem solving skills to facilitate the expected development of our modern society. The purpose of this article is to investigate the roles of teachers and student in the development of self-directed learning and skills in Nigerian Secondary Schools. PBL is a student-centered pedagogy which helps students develop problem solving skills and improved knowledge through self-directed learning under teacher’s supervision. It is supported by Cognitive and Constructive psychologists. The learning process in Nigeria schools does not produce students with the required skills and knowledge, because of traditional instructions by teachers, poor learning environment and inadequate learning facilities. This gives a reason for the research. The study used a qualitative approach with explanatory design. Fifteen (15) chemistry students (16 years) and a teacher were purposefully selected in one Senior Secondary School as participants. The participants received 6 weeks of PBL lessons using a topic purification of water. The researchers collected data through observations field notes during the intervention process and also interview a focus group of 5 students after the PBL lessons. The data were transcribed, triangulated and analyzed using content analysis. The results showed students have improved learning and acquisition of problem solving skills including life-long learning and information management due effective self-directed learning activities among them. The researchers therefore recommend the introduction of self-directed learning approach in Nigerian Secondary Schools and other higher educational institutions.</p>

scholarly journals Problem Based Learning Learning Model improve Critical Thinking Ability

2021 ◽  
Vol 3 (4) ◽  
pp. 46
Author(s):  
Deviana Yulianti
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Guide

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

scholarly journals Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education

2021 ◽  
Vol 4 (4) ◽  
pp. 111-117
Author(s):  
Rizky Ema Wulansari ◽  
Rahmat Azis Nabawi
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Problem Solving Skills ◽  
Research Hypothesis ◽  
Assisted Instruction

Based on research conducted by PISA, the ability to solve problems and think critically of Indonesian students is still below the average score set by PISA. Problem based learning is one of the learning models recommended by the Ministry of Education and Culture to be applied in improving these abilities. However, the lack of problem-based learning that has been applied so far is the lack of use of media that can be used as support in learning activities, resulting in inconsistencies in the impact of problem-based learning in improving student skills. The importance of these skills for students to have in this era of the industrial revolution 4.0, makes educators have to be more creative and innovative in implementing learning. Therefore, this study aims at seeing efforts to improve problem solving skills and critical thinking skills through problem based integrated computer assisted instruction (CAI). This study used a quasi-experimental pre-test and post-test control group design. The population in this study were undergraduate students of Mechanical Engineering Education, Padang State University. The instrument used in this research is a questionnaire which is used to see students' problem solving and critical thinking skills. The data analysis technique in this study is in accordance with the research hypothesis, where research hypotheses 1 and 2 use independent sample t-test and research hypothesis 3 uses MANCOVA. The research covered by his study is in line with higher education's continuing search for effective SCL approaches

scholarly journals Adopting Value Creating Pedagogy and Problem Based Learning in Secondary Schools in Kenya

2018 ◽  
Vol 5 (3) ◽  
pp. 269 ◽  
Author(s):  
Odundo Paul Amollo ◽  
Kinyua, Gladys Wanjiru ◽  
Ganira Lilian Khavugwi
Keyword(s):  
Problem Solving ◽  
Secondary Schools ◽  
Creative Thinking ◽  
Survey Design ◽  
Problem Based Learning ◽  
Value Added ◽  
Well Being ◽  
Target Population ◽  
Independent Learning ◽  
Problem Solving Skills

<p><em>Value </em><em>C</em><em>reating </em><em>P</em><em>edagogy (VCP) promotes well-being and support for social justice and practices connected with the happiness of both the individual and the society. Effective adoption of VCP promotes educational ideals oriented in dignity and empowerment of all individuals in school and in society. Adherence to principles of VCP through </em><em>P</em><em>roblem </em><em>B</em><em>ased </em><em>L</em><em>earning (PBL) approach creates a meaningful platform for addressing challenges in schools through creative thinking which in turn encourages exploring processes where students are free to voice opinions in an inclusive learning environment. Through VCP, students individually and collaboratively assume responsibility for generating learning issues, uphold respect of individuality, build bonds of lasting relationship and oppose violence. In instances where VCP is implemented appropriately, attitudes towards learning improve and students learn to solve complex and authentic issues independently. By so doing students acquire spontaneous happiness and knowledge to solve new problems as well as competence in confronting emerging issues arising from school and in society. Conversely, in Kenya, examination focus of education system is a deterrent to development of values and ethics required for survival in society. On the other hand, the challenge for many teachers in adopting VCP is in making transition from knowledge provider to facilitator of learning. As a result, development of problem solving skills such as independent learning, critical thinking and decision making become disillusioned. This study explored adoption of value creating pedagogy and problem based learning as a strategy for creating value added education in public secondary schools in Nairobi County. A survey design was adopted with a target population of 80 schools where information was sourced from 40 teachers and 40 students through purposive sampling and simple random technique. Data were collected using an interview schedule and a questionnaire. The study found inconsistencies in the way schools implemented PBL in regard to increasing student knowledge and skills in problem solving. The study recommends that the Ministry of Education should introduce a national policy on VCP and PBL as pedagogical approaches across all curricular that can be adopted to develop relevant and engaging values connected to achievement of Vision 2030.</em></p>

scholarly journals Using Problem-Based Learning (PBL) to Teach Geographic Information Science

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Heather Peacock
Keyword(s):  
Problem Solving ◽  
Information Science ◽  
Academic Research ◽  
Problem Based Learning ◽  
Geographic Information Science ◽  
Geographic Information ◽  
Self Directed Learning ◽  
Problem Solving Skills ◽  
Gis Tools ◽  
Active Learning Method

Geographic Information Science (GIScience) is a field of study that investigates the development and use of theories, methods, technology, and data for understanding geographic processes, relationships, and patterns (Mark, 2003). Students in the discipline learn the conceptual and technical implementation of Geographic Information Systems (GIS; the analysis, storage, visualization, and management of geographic data). However, GIScience undergraduates often struggle to relate GIS theory to technical practice. In particular, students have difficulty mastering GIS tools and software and they are not well-equipped to determine the series of processes/tools required to complete geoprocessing tasks without prompts. GIScience courses commonly provide students with detailed step-by-step instructions on how to execute various GIS tools in order to solve example problems but students are eventually expected to perform the same or similar problem-solving tasks without detailed instructions. This workshop focuses on how to teach the technical and problem-solving skills required in GIScience courses effectively by employing a problem-based learning (PBL) model. PBL is an active learning method that increases understanding and competency. The approach focuses on problem solving, self-directed learning, team participation and cooperation (Pawson et al., 2006). PBL encourages students to use critical thinking, engages their curiosity to solve real-world problems, and promotes inquiry and interest in the subject matter (Pawson et al., 2006). A PBL approach encourages students to collaboratively solve problems in GIScience by first identifying the general steps to solve the problem and then solve those problems by determining the tools needed to process the data to come to a solution (Melero, 2010). Incorporating PBL into GIScience courses enables students to solve a larger variety of problems, promotes stronger retention of skills and theory, and better prepares them for future professional opportunities and/or academic research.

scholarly journals MEMBERDAYAKAN BERPIKIR TINGKAT TINGGI (HIGHER ORDER THINKING) SISWA SMA DALAM PEMBELAJARAN BIOLOGI

2013 ◽  
Vol 1 (1) ◽  
pp. 56 ◽  
Author(s):  
I Wayan Karmana
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Metacognitive Awareness ◽  
Problem Solving Skills

The purpose of education in high school biology emphasizes the development of potential students to become independent learners, so that students have the critical thinking skills, creative, innovative, and able to solve the problems of life (higher order thinking). But in reality it is still relatively low ability, so it needs ditingkatkan.Terkait with this, the objective of this study is to clarify the effectiveness of Problem Based Learning (PBL) and potential interaction in the academic as well as empowering high order thinking (critical thinking skills, problem solving, and metacognitive awareness). This is a type of quasi-experimental study that implements two different strategies with pretest-posttest non equivalent control group design 2x2 factorial conducted in academic year 2012/2013. The study population was a tenth grade student at SMAN 8 Mataram, while the study sample were students of class X by 2 classes. The research instrument is a test of critical thinking skills, and problem solving skills, and metacognitive awareness questionnaire. Data were analyzed by descriptive analysis and to test the hypothesis that continued Anacova test further test of Least Significant Difference (LSD). Tally assisted with SPSS 14 for Windows. The results showed that the effect on the Problem Based Learning problem-solving skills, and critical thinking, but do not affect the metacognitive awareness. While the ability (potential) academic has no effect on the ability of problem solving, critical thinking and metacognitive awareness of high school students.

scholarly journals Problem-based learning: Creative thinking skills, problem-solving skills, and learning outcome of seventh grade students

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Anna Jarrotul Khoiriyah ◽  
Husamah Husamah
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Junior High School ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Class Action ◽  
Completion Rate ◽  
Seventh Grade ◽  
Problem Solving Skills

Creative thinking skills and problem-solving skills were among the competencies that must be possessed by students in the 21st-century, which need to be developed through the learning process, and are still teacher challenge to date. This study aims to improve creative thinking skills, problem-solving skills, and learning outcomes of seventh-grade students by problem-based learning (PBL). This class action research was conducted at State Junior High School 18 of Malang. The subjects was students’ class VIIE. The study was conducted two cycles (repeated seven times). Each cycle referring to Spiral Model by Kemmis, McTaggart, and Nixon. The problem-solving skills data were obtained from student worksheet assessment, the creative thinking skills data were obtained from performance grading rubric and learning outcomes data were obtained from end-of-cycle essay test. The results shows that PBL improves (1) the average of problem solving skills of 27% with the completion rate of 47%,(2) the average of creative thinking skills of 11% with the completion rate of 17.5%, and  (3) the average learning outcomes of 13% with the completion rate of 15%. It can concluded that teachers can implement PBL to improve students’ creative thinking skills, problem-solving skills, and learning outcomes.

scholarly journals English Language Problem-based Learning via user-generated 3D world Roblox Module: Need Analysis

2020 ◽  
Vol 1 ◽  
pp. 1-8
Author(s):  
Nor Hanim Mustaf ◽  
Nur Hafezah Hussein ◽  
Suria Baba
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Language Learning ◽  
English Language ◽  
Real Life ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Language Problem ◽  
Life Issues

This study aimed to explore the need of a user generated 3D world (Roblox) online game module in English Language Problem-based Learning for Malaysian university students. The researchers used observations, interview, and questionnaire distribution that were implemented to 60 university students studying English Language at Universiti Malaysia Kelantan, Malaysia as well as 4 English Language teachers in the university. The results indicated that the students agreed that learning English language by using Roblox online games was interactive, challenging, exciting and fun. The students also recommended that the activities in the English Language Roblox Module should be easily done and accessed in all platforms including mobile phone, table and computer. Teachers also pointed out that the narrative elements that involve critical thinking skills were needed in the module to help them fostering the students to imply their problem-solving skills related to real-life issues in the learning process. The implications of this study will be significant for the English Language Roblox module developer as the technique for promoting problem solving skills in English Language Learning and to enhance students’ awareness on real-life issues.

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