Problem‐based Learning: an appropriate methodology for technology education

Williams, Anthony; Williams, P. John

doi:10.1080/0263514970150107

Cited by 46 publications

(30 citation statements)

References 6 publications

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“…Project-based-learning (PBL) as pedagogical approach for teaching TPS Project-based-learning was suggested by many as promising pedagogical approach for teaching TPS (e.g., Albanese & Mitchell, 1993;Blumenfeld et al, 1991;Vernon & Blake, 1993;Williams & Williams, 1997). With strong roots in constructivist theories (Savery & Duffy, 1995), PBL engages the students as active agents in a learning process characterized by recurrent cycles of analysis and synthesis, action and reflection.…”

Section: Cognitive Aspects Of Technological Problem-solving (Tps)mentioning

confidence: 99%

“…Recent research examined different facets in the educational implementation of PBL, e.g., thinking patterns and processes by students dealing with complex projects (Blumenfeld et al, 1991); reflection and evaluation while designing (Williams & Williams, 1997); decision making and generation of optimal solutions (Evensen & Cindy, 2000); solution modification/evaluation cycles by students (Mioduser & Kiperman, 2002); teamwork (Perrenet, Bouhuijs, & Smits, 2000) and comparison between individual and collaborative design processes (Hill & Howard, 1998); different curricular configurations of PBL (e.g., Edgerton, 1993;Ginestie, 2002;Litchfield, 1995;Verner & Betzer, 2001;Williams, 2002). From all different perspectives, there is strong agreement as regards to the educational potential of PBL in technology education.…”

Section: Cognitive Aspects Of Technological Problem-solving (Tps)mentioning

confidence: 99%

“…Countries face the above presented challenges and demands by devising policies and long-term plans, aiming to provide the required education to both the general population (in the form of Technological Literacy) and the expertise-seeking population (in the form of specialized studies) as part of their formal education (e.g., Del Valle, 1993;ITEA, 2000;Savery & Duffy, 1995; Technology for all Americans, 1996; What Work Requires of Schools, 1991;Williams & Williams, 1997). Immediate implications of these policies are: (a) the need to identify the expected cognitive and learning outcomes for the different populations of learners (Mioduser, 1998); and (b) the need to define in curricular and pedagogical terms the way to fulfill the stated goals (e.g., see Kimbell, 1997;Lewis, 1996;Verner & Betzer, 2001;Williams, 2002).…”

Section: Introductionmentioning

confidence: 99%

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The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills

Mioduser

Betzer²

2007

Int J Technol Des Educ

139

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The main goals of this study were to look after the technological knowledge construction process by high-school high-achievers, and their ability to design and implement solutions for technological problems. More specifically, we examine the contribution of Project-based-learning (PBL), as pedagogical means for supporting the students' knowledge acquisition and problem-solving process. The findings show a significant increase in formal knowledge as measured by standardized matriculation exams; an expansion in the scope of technological knowledge acquired and implemented, and in the scope of knowledge resources utilized for the projects; a high level of overall performance as regards to the set of design skills studied; a positive change in attitude towards technology and technological studies; the emergence of consistent design styles by individuals and groups along their work in the projects.Keywords Project-based learning AE Design learning AE Design styles AE Technological knowledge AE High-achieversThe number of high-school students who choose to learn technological education is decreasing consistently in many countries, including Israel. Moreover, most of the students in technology education tracks belong to the mid and low achievers amongst the high-school population. Both aspects-the decrease in number of students and the reticence of high achievers to learn technology-stand in contradiction with the demand imposed by the massive integration of current technologies in all areas of life (e.g., economy, security, health treatments and services, leisure culture, quality of life in general), for more technologically literate and knowledgeable citizens in one hand, and more professionally-trained human resources in the other. The actual challenge is therefore twofold: to ensure the acquisition of an appropriate technological knowledge base by the population at large, and at the same time to attract high-achievers to high-quality technological studies.The study presented in this paper focuses on the second challenge, namely, the planning and implementation of technological studies for high-school high-achievers who learn in comprehensive schools (not in specialized technology-education programs). The main goals of the study were to examine the technological knowledge construction process by these students, and their ability to design and implement solutions for technological problems. More specifically, we examine the contribution of Project-based-learning (PBL), as pedagogical means for supporting the students' knowledge acquisition and problem-solving process.

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Section: Cognitive Aspects Of Technological Problem-solving (Tps)mentioning

confidence: 99%

Section: Cognitive Aspects Of Technological Problem-solving (Tps)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills

Mioduser

Betzer²

2007

Int J Technol Des Educ

139

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“…Research conducted by Williams and Williams (1997) supported its use within technology teacher education programmes.…”

Section: Introductionmentioning

confidence: 97%

Using the DEPTH model to facilitate learning in an integrated Science and Technology pre-service primary teacher course

O’Sullivan

2008

Int J Technol Des Educ

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The paper describes the development of an Integrated Curriculum Science and Technology subject offering as part of the Bachelor of Education (Teaching) degree for primary pre-service teachers at Massey University in New Zealand. The paper discusses some of the difficulties and concerns which arise when pursuing this type of endeavour. This paper also highlights differences from earlier studies carried out at the same institution using the DEPTH framework. The concept of teaching/learning via a project is not new. The innovation here is the integration of Problem Based Learning (PBL) and the DEPTH approach. The previous study (O'Sullivan, Proceedings of Second International Primary Design and Technology Conference-Quality in the Making, Birmingham, 2001) highlighted the usefulness of the DEPTH framework as an evaluation tool to focus students' responses to critiquing school teaching practice experience and also informing their own personal constructs. This study again found the framework useful but as a diagnostic tool.

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“…Since the technological process is triggered by a problem or need, Williams and Williams (1997) contend that problem-based learning is an appropriate strategy for facilitating learning in TE. Black and Atkin (1996:78) also remind us that real-life problems that feature in TE never exist in isolation and that technological activities are integrated and break down the artificial barriers between subjects.…”

Section: Introductionmentioning

confidence: 99%

The promise of problem-based learning for training pre-service technology teachers

Hattingh¹,

Killen²

2003

South African Journal of Higher Education

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This article describes a learner-centred pedagogy for training student teachers. The inquiry was guided by two questions: (1) Is problem-based learning (PBL) an effective strategy when training prospective Technology teachers? (2) To what extent do student teachers transfer their own experiences of PBL to the authentic classroom situation? After exploring the cognitive dimensions and characteristics of PBL, a rationale is provided for using PBL particularly for teacher training in Technology Education. Data collected through quantitative and qualitative methods suggest that the training was perceived as a relevant, creative and satisfying professional development learning experience. However, when having to transfer PBL competencies to real schools, the student teachers experienced uncertainty about their new roles as learning facilitators in a less structured and less predictable PBL environment.

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Problem‐based Learning: an appropriate methodology for technology education

Cited by 46 publications

References 6 publications

The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills

The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills

Using the DEPTH model to facilitate learning in an integrated Science and Technology pre-service primary teacher course

The promise of problem-based learning for training pre-service technology teachers

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