From the Hidden Protest of Students towards Problem-Based Learning

Abstract

This paper presents protests from academically successful students who privately conveyed to the researchers their feelings of personal discontent with schools. The criterion to select this "sample" was that these students, dissatisfied with school but having good marks, would reveal what others, academically less successful, could not express, by not knowing the syllabus as well as those students. However, their complaints are followed by suggestions of changes to be analyzed in this study. Our questions focused especially on the tenth grade, as this grade starts the three-year-cycle preceding university. We attempt to contribute to the issue of teacher education, by focusing on the stream of participative research in educational institutions, conducted by external researchers in cooperation with the institution's stakeholders, students, and teachers in this study. The data analyzed for this paper came from in-depth interviews conducted, in a non-directive way, with students and their teachers. From the proposals of the students and the comments from teachers, we conclude it is crucial to substantially reduce the predominant teacher-centered methodology of verbal presentation by engaging in students' activities, including the model of problem-based learning or alike in opposition, in order to rote memorization activities.

Service-Learning for Sustainability Entrepreneurship in Rural Areas: What Is Its Global Impact on Business University Students?

“…These benefits of SL were also found in some prior studies [1,9,35]. Specifically, this potential to contribute to the civic and social development of students makes it possible to distinguish SL from other experiential and transformative learning methodologies such as PBL [27], CBL [28] or DT [29].…”

“…Transformative learning brings together its three main characteristics: experience, as acquired by university students when they provide a service to the community; reflection and critical discourse, developed around the experience; and action, to be generated in students' future working life. Although other innovative teaching formats, such as problem-based learning (PBL)-an active learning method in which students learn the subject content through the experience of solving real-world problems [28]; challenge-based learning (CBL)-a collaborative learning approach in which teachers and students work together to solve a challenge about an essential question, such that they propose solutions, take action and then publish their solutions to a worldwide audience [29]; or design thinking (DT)-a methodology that engages groups of students in a process based on determining a real-world problem and then designing a solution through an experimental approach of thinking and making [30], can also provide an experiential and transformative learning process, SL differs from them in that it contributes to the civic and social development of university students by combining learning and social service objectives [4,5,7]. As a result, SL brings the fields of education and community service together and thus is a richer form of learning than PBL, CBL or DT.…”

Teaching Down to Earth—Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach

“…Service-Learning (SL) is one of the so-called active education methods [51,52]. Others include Problem-Based Learning (PBL) [13,53,54], Inquiry-Based Learning (IBL) [55], Gamification [56], Flipped Classroom [57], or Game-Based Learning (GBL) [58]. These methods are based on the idea that students will learn better if they directly apply their knowledge to improve real-life situations.…”

Modern learning approaches in higher education: A review of the literature

“…Про-ништа суочени са стварношћу и стварним животним случајевима". Протестовали су углавном успешни студенти, јер други студенти не познају тестовали су углавном успешни студенти, јер други студенти не познају тако добро наставни план и програм ( тако добро наставни план и програм (Duarte & Nogueira, 2019Duarte & Nogueira, 2019. Аутори ).…”

“…In higher education few specific learning approaches exist except for the traditional ex-cathedra approach and, more recently, IT supported methods (Dobrota & Benković, 2014). The two most well-known non-traditional learnings approaches are problem-based learning (PBL) and student-centred learning (SCL) (Car et al, 2019;Duarte & Nogueira, 2019, Jiménez-Saizand & Rosace, 2019Judi & Sahari, 2013;Santos, Otani, Tonhom & Marin, 2019;Servant-Miklos, 2019).…”