Problem-based Learning in Teacher Education: Its Promises and Challenges

Erdoğan, Tolga; Senemoğlu, Nuray

doi:10.1016/j.sbspro.2014.01.240

Cited by 32 publications

(22 citation statements)

References 15 publications

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“…Development objectives and its evaluation has been using the main reference, A Scientific Creativity Test for Secondary School Students [4] and Tool for Assessing Responsibility-based Education (TARE) 2.0 [43] . The use of foundation of cognitive learning theory, the theory of complex cognitive processes, and learning theory and constructivism social-cognitive of cutting-edge educational psychology books [29,30,31] , as well as the empirical foundation of the study, published in international journals and cutting-edge [9,20,24,25,26,27,32,33,34,35,36] . Planning and implementation had been referring to the description of the achievements of the competence of graduates KKNI [13] and the National Standards for Higher Education [12] .…”

Section: B Validation Results Of Crbl Modelmentioning

confidence: 99%

“…Planning and implementation had been referring to the description of the achievements of the competence of graduates KKNI [13] and the National Standards for Higher Education [12] . The development of learning environments have been using a reference source of international journals and cutting-edge [20,23,24,27,32,34,48,47] . Novelty models have also been supported preliminary results that have been published in the journal FKIP ULM [15] , a national seminar proceedings [18,19] , and the proceedings of an international seminar [49] .…”

Section: B Validation Results Of Crbl Modelmentioning

confidence: 99%

“…This study has been initiated preliminary research phase in the form of literature and preliminary study. The literature study has been conducted on 21st century skills [10] , the National Standards for Higher Education [12] , KKNI [13] , theories of learning from a book-to-date standards [29,30,31] primarily cognitive learning theory, the theory of complex cognitive processes, social-cognitive theory and constructivism, as well as research results in international journals and state of the art [9,20,24,25,26,27,32,33,34,35,36] . Preliminary learning study physics at the Department PMIPA FKIP ULM on the issue of student responsibility [15] , skills and creativity of the process [18] , and scientific creativity [19] , as well as other creative problem [16,17] .…”

Section: Methods Of Researchmentioning

confidence: 99%

See 2 more Smart Citations

Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

Suyidno¹,

Nur²,

Yuanita³

et al. 2017

IOSRJRME

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Section: B Validation Results Of Crbl Modelmentioning

confidence: 99%

Section: B Validation Results Of Crbl Modelmentioning

confidence: 99%

Section: Methods Of Researchmentioning

confidence: 99%

See 1 more Smart Citation

Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

Suyidno¹,

Nur²,

Yuanita³

et al. 2017

IOSRJRME

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“…The same mixed results on whether PBL fosters self-direction or self-regulation were also reviewed in the study of Loyens, Magda and Rikers [11]. Erdogan and Senemoglu [34] addressed to this issue in their research and stated that different study results on PBL's effect on conative elements such as self-direction/self-regulation could be explained by students already being equipped with such skills and the short period of application reserved to see the changes PBL would have on them. Similarly, in their study investigating students' progress on self-regulation through undergraduate levels of 1-4, Van der Hurk, Wolfhagen, Dolmans and Van der Vleuten [35] found that real development occurred only in the 3rd and 4th grades.…”

Section: Discussionmentioning

confidence: 76%

What Does Research Tell Us about Trends in Dissertations on PBL?

Erdoğan¹

2017

ujer

Self Cite

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The aim of this study is to investigate the research trends in dissertations on PBL from 2002 to 2015 in Turkey. For this purpose, the master's and doctorate dissertations in the National Thesis Database of Council of Higher Education (CoHE) were selected for rigorous content analysis. The analysis was utilized to classify the type of study, the learning domains, research methods, research designs, research domains, subject groups, group sizes, length of treatments and data collection instruments. For analysis purposes, frequencies and percentages were calculated for each category. Additionally, the results obtained in these dissertations were examined and reported separately with regards to cognitive, affective and conative domains. According to analysis results; science is the most favorable learning domain, quantitative methodology is more utilized as compared to qualitative and quantitative methods, cognition and affect followed by cognition only are the mostly utilized research domains, subject groups are predominantly at elementary education level and secondly from teacher education, studies preferred to have a group size of 41-80, the treatments on PBL research last mostly four to six weeks, and finally majority of the studies use achievement tests and attitude scales as instruments of measurement.

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“…Türkiye'de öğretmen eğitiminde PDÖ konusunda yapılmış çeşitli çalışmalar bulunmaktadır (Alagöz, 2009;Çelik, 2013;Erdem, 2006;Erdoğan, 2012;Erdoğan & Fettahoğlu, 2012;Senemoğlu, 2014;Şendağ, 2008). Ancak, öğretmen eğitiminde probleme dayalı öğrenme ile ilgili yapılan araştırmaların analiz edildiği ve değerlendirildiği bir çalışmaya rastlanmamıştır.…”

Section: Introductionunclassified

The Evaluation of Researches Related to Problem Based Learning in Teacher Education

Yurtseven¹,

Oğuz²

2016

Journal of Theoretical Educational Science

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ABSTRACT:The purpose of this research is to evaluation of the researches related to the problem-based learning (PBL) in teacher education in Turkey. A case study method was used in this study. Its population consists of the 23 articles, 11 master and 16 doctoral theses that made related to problem-based learning in teacher education between the years of 2002-2013 in Turkey. The researches were investigated the distributions in terms of "type, publication year, sample characteristics, models, data collection methods and tools, the variables studied and the data obtained". The data were evaluated by calculating the percentage and frequency values. According to the findings; It is observed that the researches intensified especially in the last five years, the majority of them were carried out with students, they were carried out most of the researches in program of Science Education. It is observed that experimental models were mostly used as model, mixed (qualitative and quantitative) methods were used as data collection methods and mostly surveys were used as means of data collection. Mostly that was studied by variables of academic achievement, attitude, scientific treatment process and problem-solving skills. It is observed that PBL has mostly positive effects on these variables. In line with these findings, some of the proposals may contribute to future researches have been developed. Keywords: problem-based learning; teacher training; scientific research Extended AbstractPurpose and Significance: In the learning environments, with constructivist approach, one method that effectively allows the students to learn is problem-based learning (PBL). However, in order to use this method effectively, teachers must have gained the necessary knowledge and skills in teacher education programs. In this context, there are various studies conducted on the PBL in Turkey. However, made on problem-based

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Problem-based Learning in Teacher Education: Its Promises and Challenges

Cited by 32 publications

References 15 publications

Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

What Does Research Tell Us about Trends in Dissertations on PBL?

The Evaluation of Researches Related to Problem Based Learning in Teacher Education

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