Is there a role for direct instruction in problem-based learning? Comparing student-constructed versus integrated model answers

The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom

“…Consequently, the construction of a PBL environment involves a careful analysis of both the learning goals (addressed outcomes) and the target group (addressed learners). In order to tailor the PBL model to the developmental level of preservice teachers, additional support in the tradition of direct instruction may be implemented, such as scaffolding, elicited explanations, process worksheets, and worked examples (Alfieri et al, 2011;Kirschner et al, 2006;Wijnia et al, 2014). In addition, it seems promising to supply preservice teachers with a "framework for reflecting on what was observed [and] concrete images of innovative and alternative teaching strategies" (Santagata, Zannoni, & Stigler, 2007, p. 125).…”

“…The problem cases exemplified severely disrupted classes, unfavorable classroom situations, and poor classroom management in a video sequence: the observed teacher applied common, but rather ineffective, strategies to both prevent and handle misbehavior, maintain a conducive teacher-student relationship, and proactively steer the activity flow; the situations escalated (i.e., a student left the classroom in case 1, a student refused to participate in class in case 2). For each problem case, we also had a corresponding best practice example that served as a case exemplar at the end of the treatment (Moreno & Valdez, 2007;Wijnia et al, 2014). In order to be able to provide matched cases of the same initial classroom scenario (problem case vs. case exemplar), we used scripted video vignettes .…”

“…PBL also has elements of direct instruction, so although we were convinced of its usefulness in preparing teachers for the classroom, we assumed that it should not be implemented without specific adaptations in this phase of teacher training. Novice teachers, who are not familiar with the PBL cycle, may experience difficulties in acquiring new information through self-directed learning and may therefore be unsuccessful in handling their problem case (Wijnia et al, 2014). Thus, the overarching goal was to gain a broad understanding of the usefulness of this newly developed PBL environment, which contained two research questions.…”

“…Although promising, learning settings that merge PBL and video-based learning are still understudied in the field of teacher education. Recent findings from empirical research (Alfieri, Brooks, Aldrich, & Tenenbaum, 2011;Dochy et al, 2003;Wijnia, Loyens, van Gog, Derous, & Schmidt, 2014) as well as theoretical contributions to the debate on the general usefulness of PBL (Kirschner, Sweller, & Clark, 2006;Sweller, Kirschner, & Clark, 2007) suggest that the traditional PBL approach may not be suitable for novice learners who possess only partial and relatively isolated knowledge in the target domain. For preservice teachers, self-directed and unassisted acquisition, integration, and application of a knowledge base in a PBL cycle may be too cognitively demanding and inexpedient.…”

Development of Science Learning Tool Based on Problem Based Learning with Google Classroom to Improve Argumentation Skill

“…Learning with problem based learning emphasizes activities that require students to work in group to seek and build knowledge based on problems (Schmidt et al, 2011). Problem based learning was developed to demonstrate the relevance of learning concept by providing a more realistic context through the use of problems (Wijnia et al, 2014).…”