Preparing Students for Educated Living: Virtues of Problem‐Based Learning Across the Higher Education Curriculum

Knowlton, Dave S.

doi:10.1002/tl.107

Cited by 27 publications

(21 citation statements)

References 10 publications

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“…The characteristics of problem-based learning provide a unique opportunity for students to learn about themselves. As a part of the problem-solving process students must consider their own educational goals, and this is likely to require introspection about values, ethics and beliefs [32][33][34][35] Backcasting…”

Section: Strategy Description Contribution To Esdmentioning

confidence: 99%

What do engineering students learn in sustainability courses? The effect of the pedagogical approach

Coral

Ferrer‐Balas

Mulder

2010

Journal of Cleaner Production

252

227

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Section: Strategy Description Contribution To Esdmentioning

confidence: 99%

What do engineering students learn in sustainability courses? The effect of the pedagogical approach

Coral

Ferrer‐Balas

Mulder

2010

Journal of Cleaner Production

252

227

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“…PBL is considered an instructional approach that engages students in problem-solving activities (Knowlton, 2003). However, Schwartz, Brophy, Lin, and Bransford (1999) warned that engagement does not guarantee desired learning outcomes.…”

Section: Processing Components Of the 3c3r Modelmentioning

confidence: 99%

The 3C3R Model: A Conceptual Framework for Designing Problems in PBL

Hung¹

2006

Interdisciplinary Journal of Problem-Based Learning

175

150

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Well-designed problems are crucial for the success of problem-based learning (PBL). Previous discussions about designing problems for PBL have been rather general and inadequate in guiding educators and practitioners to design effective PBL problems. This paper introduces the 3C3R PBL problem design model as a conceptual framework for systematically designing optimal PBL problems. The 3C3R model comprises two classes of components: core components and processing components. Core components-including content, context, and connection-support content and conceptual learning, while processing components-consisting of researching, reasoning, and reflecting-concern students' cognitive processes and problem-solving skills. This paper discusses the model in terms of its theoretical basis, component functions, and the techniques used in designing PBL problems.

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“…Siemens, G. and Tittenberger, P. (2009) suggested that learning activities are experimental activities with interaction emphasising on solutions. Knowlton (2003) insisted that the Problem-Based Learning (PBL) is a pedagogy in which students learn about a subject through problem-solving activities. The learning process based on using problem-based learning.…”

Section: Introductionmentioning

confidence: 99%

Connectivism Learning Environment in Augmented Reality Science Laboratory to Enhance Scientific Literacy

Techakosit

Wannapiroon

2015

Procedia - Social and Behavioral Sciences

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The aims of this research were to: 1) design Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy, and 2) evaluate and certify the suitability of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy. The research is divided into two steps: 1) designing Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy 2) evaluating and certifying the suitability of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy. The sample consisted of seven experts by purposive sampling. The sample must have relevant experience at least three years, consisting of three experts in Connectivism, two experts in Augmented Reality (AR) and two experts in scientific literacy. The form for evaluating and certifying the suitability of Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy was used as a research tool. The mean and the standard deviation were used to analyze data. The results showed that the developed Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy is composed of four major components as follows: 1.1) The components of learning environment 1.2) The learning process to enhance scientific literacy 1.3 ) The characteristics of environment and 1.4) The scientific literacy 2 ) The nine experts evaluated and certified the Connectivism learning environment in an augmented reality Science laboratory to enhance scientific literacy. The overall suitability was rated as "Most". 2.2) The overall suitability of learning process to enhance scientific literacy was rated as "Most" and 2.3) The overall suitability of characteristics of environment was rated as "Most".

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Preparing Students for Educated Living: Virtues of Problem‐Based Learning Across the Higher Education Curriculum

Abstract: The author argues that professors must engage students in problem‐solving activities across all disciplines. To ignore students' problem‐solving skills is to undermine the possibility of creating “educated individuals” through higher education.

Cited by 27 publications

References 10 publications

What do engineering students learn in sustainability courses? The effect of the pedagogical approach

What do engineering students learn in sustainability courses? The effect of the pedagogical approach

The 3C3R Model: A Conceptual Framework for Designing Problems in PBL

Connectivism Learning Environment in Augmented Reality Science Laboratory to Enhance Scientific Literacy

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