Problem-based learning supported by semantic techniques

Lozano, Esther; Gracia, Jorge; Corcho, Óscar; Noble, Richard; Gómez-Pérez, Asuncíon

doi:10.1080/10494820.2012.745431

Cited by 10 publications

(9 citation statements)

References 21 publications

(22 reference statements)

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“…N-Gain values revealed that overall N-Gain value of the experimental group's mental model indicators was higher (0.21) than that of the control group. Similarly, the results of LSD test also showed that the PBL was more effective at improving the students' mental models than the conventional learning model (Lozano, Gracia, Corcho, Noble, & Gómez-Pérez, 2015). PBL learning model could also assist students in developing their mental models in either group or individual learning to solve problems (Scott, 2017).…”

Section: Discussionmentioning

confidence: 87%

Students Mental Models of Solid Elasticity: A Mixed Method Study

Batlolona¹,

Diantoro²,

Wartono³

et al. 2020

tused

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Section: Discussionmentioning

confidence: 87%

Students Mental Models of Solid Elasticity: A Mixed Method Study

Batlolona¹,

Diantoro²,

Wartono³

et al. 2020

tused

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“…PBL activities that are focused on the inquiry process can help students to collaborate with each other, especially in understanding the context of the lesson [29]. PBL can direct students to learn from the context of problems in daily life on order to be able to develop their problem solving skills [30]. One of the Physics materials that is still difficult for students is Static Fluid material, such as understanding the concept of hydrostatic pressure, comparing hydrostatic pressure on different liquids, the concept of pascal, and the concept of Archimedes [31].…”

Section: Introductionmentioning

confidence: 99%

Problem-Based Blended Learning: The Impacts on Students’ Collaborative Skills

Rahmawati¹,

Jumadi²,

Ramadan³

2021

Advances in Social Science, Education and Humanities Research

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This research was conducted in order to test the effectiveness of Problem-Based Blended Learning in improving students' collaboration skills. The purpose of this study is to describe the significance of learning differences between students who are taught by using Problem-Based Blended Learning model (BL-PBL), PBL model, conventional models, and the effectiveness of these learning models. The type of this research was quasi-experimental research, by conducting pre-test and post-test control group design. The subjects of this study were the eleventh grade students of SMAN 1 Sleman, while the number of the students in experimental classes was 33 students, and 35 students belong to the control classes (with a total number of 101 students). Experimental class I was taught by using Problem-Based Blended Learning, while experimental II was taught by using PBL learning model, and the control class was taught conventionally. The data of students' collaboration skills were obtained from the result of the questionnaire sheets during pre-test and post-test and by using observation sheets (filled out by observers) in each learning process. The data were analyzed by using N-Gain, and the effectiveness of students' collaboration skills showed by the value of the effect size calculated by using Partial Eta Squared. The results of this study indicate that the value of the effect size on the BL-PBL model was 0.773, and categorized as high (compared to other models). In addition, the N-gain value also showed that BL-PBL learning was in the high category (0.4). Hence, it can be concluded that BL-PBL learning is more effective in increasing students' collaboration skills rather than PBL and conventional models.

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“…Previous research still discusses the thermal conductivity of solids [34], convection in water [34], but the conductivity of water to describe physical conditions is still rarely studied. Therefore, one learning model that can facilitate the improvement of the student's mental model is problem based learning (PBL) [35]. In addition, PBL also trains students to communicate experiment, collaborate in teams, build ideas and develop independent learning skills [36].…”

Section: Introductionmentioning

confidence: 99%

Problem based learning: Students’ mental models on water conductivity concept

Batlolona

Souisa

2020

IJERE

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This paper tells about the mental model of prospective scholars on the topic of temperature and heat. The purpose of this research is to improve students’ mental model by using problem based learning (PBL) model. The number of samples in the study amounted to 72 students with two different classes. The results of the study showed that, (1) the improvement of mental model that studied with PBL was higher than that studied with conventional learning. (2) high-skilled student mental models that are learning with PBL are higher than those studied by conventional learning. (3) low-skilled student mental models that study with PBL are higher than students learning with conventional learning. The conclusion of this study is the improvement of students' mental models using PBL models on the topic of conductivity in water. Thus the PBL model can be recommended in improving students' mental models on temperature and heat topics. The implication in this research is to improve the students' mental model as the agent of science education change.

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Problem-based learning supported by semantic techniques

Cited by 10 publications

References 21 publications

Students Mental Models of Solid Elasticity: A Mixed Method Study

Students Mental Models of Solid Elasticity: A Mixed Method Study

Problem-Based Blended Learning: The Impacts on Students’ Collaborative Skills

Problem based learning: Students’ mental models on water conductivity concept

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