Knowledge acquisition in Biochemistry, Physiology and Anatomy within the context of problem-based learning

Hassan, Salochana Lorraine

doi:10.1080/18146627.2013.786866

Cited by 3 publications

(4 citation statements)

References 24 publications

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“…Some student teachers therefore were still unable to follow the steps in the problem-solving process of PBL. This was also highlighted in the research by Hassan (2013).…”

Section: Lung Alveoli (Prepared Slide)supporting

confidence: 54%

Integrating Foldscopes Into Problem-Based Learning

White¹

2019

Proceedings of the 8th Teaching &Amp; Education Conference, Vienna

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Skills required in the 21st century necessitate teaching methodologies that educators use to equip learners for practice. Problem-based learning (PBL) supports the development of 21st-century skills as it fosters critical thinking, problem solving, creativity and collaboration. The current research aimed to determine whether Life Sciences (Biology) methodology student teachers could integrate the use of foldscopes into PBL. The research found that student teachers experienced the foldscopes as exciting, and revealed positive responses for classroom use. Some student teachers were, however, unable to develop a PBL activity for their learners, and leaned towards traditional teaching methods. Cultural historical activity theory (CHAT) was used as lens to analyse the activity system and identify tensions within the system.

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“…Some student teachers therefore were still unable to follow the steps in the problem-solving process of PBL. This was also highlighted in the research by Hassan (2013).…”

Section: Lung Alveoli (Prepared Slide)supporting

confidence: 54%

Integrating Foldscopes Into Problem-Based Learning

White¹

2019

Proceedings of the 8th Teaching &Amp; Education Conference, Vienna

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“…Student reluctance may be rooted in legitimate concerns; therefore, Seidel and Tanner suggest instructors practice empathy and view resistance to active learning as “student barriers” which can be overcome (2013). Appropriately addressing these barriers can ease the difficulties many students face transitioning to problem‐based learning (Hassan , Seidel and Tanner ). For instance, students may be wholly unfamiliar with problem‐based learning; barriers such as not understanding what is expected, confusion over how assessment will be conducted, and limited awareness of the benefits may lead to resistance (Hassan , Seidel and Tanner ).…”

Section: Practical Considerationsmentioning

confidence: 99%

“…Appropriately addressing these barriers can ease the difficulties many students face transitioning to problem‐based learning (Hassan , Seidel and Tanner ). For instance, students may be wholly unfamiliar with problem‐based learning; barriers such as not understanding what is expected, confusion over how assessment will be conducted, and limited awareness of the benefits may lead to resistance (Hassan , Seidel and Tanner ). Additionally, prior educational experience has conditioned many students to passivity, which is in conflict with the active engagement required for problem‐based learning (Hassan , Kiley et al.…”

Section: Practical Considerationsmentioning

confidence: 99%

“…Primarily, validating students’ feelings and explaining that a “rough patch” is normal (even for instructors) when beginning problem‐based learning can help normalize the experience (Seidel and Tanner ). Also, prior to embarking on a problem, presenting the students with clear objectives and rubrics with explanations of assessment can reduce stress for everyone (Bledsoe , Hassan , Seidel and Tanner ). Some students may appreciate background material on problem‐based learning, particularly items highlighting the process and expected benefits.…”

Section: Practical Considerationsmentioning

confidence: 99%

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Teaching Introductory Ecology with Problem‐Based Learning

Burrow

2018

Bulletin Ecologic Soc America

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The popularity of ecology and historic trends toward larger class sizes have led to an increasing reliance on lecture and content‐driven learning; over‐reliance on these methods is associated with student difficulties in applying knowledge to solve complex environmental problems. Active learning is often cited as a remedy for poor student outcomes. Problem‐based learning, an active‐learning model, emphasizes student‐centered learning through problem‐solving activities driven by the search for problem solutions. This learning model develops critical thinking and problem‐solving skills while simultaneously advancing content knowledge. Problem‐based learning can enhance student knowledge and skill gains in introductory ecology courses; however, this method is rarely implemented in these courses. Adoption of active‐learning models is on the rise; however, instructors unfamiliar with educational theory and active‐learning methods may need support in understanding the efficacy of active learning and selecting a method from the multitude of instructional strategies available. To familiarize ecology instructors with one active‐learning model, problem‐based learning, the theoretical base, and evidence for its efficacy are reviewed. In addition, to assist instructors venturing into problem‐based learning, successful applications are highlighted and selected resources are provided for getting started.

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