The implementation of problem-based learning in a Taiwanese primary mathematics classroom: lessons learned from the students’ side of the story

Li, Hui-Chuan; Tsai, Tsung Lung

doi:10.1080/03055698.2016.1277138

Cited by 22 publications

(13 citation statements)

References 35 publications

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“…In PBL literature, studies are showing that PBL is an effective teaching and learning approach, particularly when it is evaluated for long-term retention of knowledge (Dolder & Alston, 2012;Li & Tsai, 2017;Yew & Goh, 2016). However, there are limited studies on the long-term effects of PBL on participants" chemistry learnings.…”

Section: Discussionmentioning

confidence: 99%

Bibliometric and Descriptive Content Analyses for the Articles Related to Problem-Based Learning in Chemistry Education

Tosun

Şenocak

Taşkesenligil

2021

Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi

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Özet: Bu çalışmada, bibliyometrik ve betimsel içerik analizleri kullanılarak kimya eğitiminde probleme dayalı öğrenme (PDÖ) yaklaşımının kullanımına yönelik araştırmalardaki eğilimlerin ve bu araştırmaların karakteristik özelliklerinin ortaya konması amaçlanmıştır. Bu amaca ulaşmak için Web of Science (WoS) veri tabanından erişilen 119 makaleye bibliyometrik analiz ve WoS veri tabanında "Eğitim & Eğitim Araştırmaları" kategorisine giren 30 makaleye de betimsel içerik analizi uygulanmıştır. Bibliyometrik analizle, ilgili makalelerdeki anahtar kelimeler, özet bölümlerindeki kelimeler, atıflar ve ortak atıflar analiz edilmiştir. Betimsel içerik analizi ile ise makalelerdeki araştırma alanları, değişkenler, araştırma yöntemleri, örneklemler, veri toplama araçları, veri analiz yöntemleri ve araştırma sonuçları incelenmiştir. Bibliyometrik analiz sonuçları, makalelerde en sık kullanılan anahtar kelimelerin problem çözme/karar verme, PDÖ, lisans eğitimi, sorgulamaya dayalı/keşfederek öğrenme, laboratuvar eğitimi ve işbirlikçi/işbirliğine dayalı öğrenme olduğunu göstermiştir. Makalelerin özet bölümlerinde en sık kullanılan kelimelerin ise problem, öğrenciler, öğrenme, çalışma, ders, yaklaşım, beceri ve kimya olduğu anlaşılmıştır. En çok atıf alan yazarlar Leman Tarhan, Santiago Sandi-Urena, Melanie M. Cooper ve Todd A. Gatlin olmuştur. "Journal of Chemical Education" ve "Chemistry Education Research and Practice" en çok makalenin yayımlandığı ve en çok atıf alan dergilerdir. Betimsel içerik analizi sonuçları, kimya eğitiminde PDÖ uygulamaları için temel öğrenme ortamlarının üniversite kimya laboratuvarları ve kimya dersleri olduğunu göstermiştir. İlgili makalelerde, lisans öğrencileri en sık tercih edilen örneklem olurken akademik başarı,

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Section: Discussionmentioning

confidence: 99%

Bibliometric and Descriptive Content Analyses for the Articles Related to Problem-Based Learning in Chemistry Education

Tosun

Şenocak

Taşkesenligil

2021

Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi

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“…A knowledge product can be created and meaningful through a series of discrete tasks through presentation and problem solving (Hung, 2011). Several previous studies that implemented this model on students in schools showed that PBL can improve students' conceptual understanding and have a positive effect on students' long-term knowledge retention (Li & Tsai, 2017). Students who receive a performing PBL pedagogy have better mathematical reasoning than students who are taught in traditional ways (Wirkala & Kuhn, 2011).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Student Learning Outcomes in Problem-Based Learning: Study of Its Implementation and Reflection of Successful Factors

Evendi

Verawati

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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Behind the successful of teaching using the problem-based learning (PBL) model, -in our best knowledge- it seems that the factors that make its implementation successful in the classroom have not been mentioned, this is related to the purpose of improving student learning outcomes. For this reason, the study of the implementation of the PBL model needs to be explored further. Specifically, the aim of our current study is to evaluate student learning outcomes in implementing the PBL model and reflecting on the learning process using this model. This study is a Classroom Action Research (CAR), which is an examination of activities or actions that are intentionally conducted in a teaching. In the context of this study, the observation is carried out by evaluating student learning outcomes, while the activity or action that is carried out is Problem-Based Learning (PBL) which is carried out in two learning cycles. The subjects for implementing the PBL model were 21 students in an Islamic school (MTs NW - equivalent to Junior High School) in Central Lombok, Indonesia. Quantitative and qualitative approaches were used to analyze student learning outcomes and the learning process using the PBL model. The results of the study showed that there was an increase in student learning outcomes from the first cycle to the second cycle. Individual and classical completeness has been achieved in accordance with predetermined criteria. Finally, we recommend the use of the PBL model for the purpose of improving student learning outcomes. In the PBL model, the role of motivation, cues, encouraging active student participation, and the use of scaffolding are important aspects in the successful implementation of the PBL model

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“…Teachers act as facilitators and guide students through investigative activities. PBL is an approach that replaces traditional teaching methods that can enhance 'students' conceptual knowledge, enhance high-level thinking skills and improve student achievement (Algebra & Gheith, 2016;Li & Lung, 2017;Merritt et al, 2017;Ikram et al, 2019;Rehmat & Hartley, 2020;Ugras, 2019;Yew & Goh, 2016). The problem-solving process using various mathematical utilities such as numbers, polygons, and graphs supports arguments and explanations in mathematics.…”

Section: Stem Integrationmentioning

confidence: 99%

An Integrated Stem Framework for Facilitating Statistics Instruction

Hasim¹,

Rosli²,

Halim³

2023

IJARPED

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The spirit of innovation in education has become part of the methods used to reform the way knowledge is learned. Many researchers and educators have continuously made significant efforts to encourage the use of a STEM-integrated approach in the classroom. However, several obstacles exist, such as a lack of teaching resources and pedagogical content knowledge, when teachers want to incorporate the approach into mathematics classrooms. Thus, the Malaysian Statistics Module for Form Four Students (MySTAT4) module was developed to nurture teachers' and students' statistical thinking and inventive skills such as reasoning, critical thinking, and creativity. In this paper, we present the conceptual framework of the MySTAT4 module and demonstrate a brief lesson for teaching and learning a statistics topic based on the approach. Through a content analysis method, we reviewed and analysed literature and documents on STEM-integrated approaches and statistics topics to produce the MySTAT4 framework that connects problem-solving and problem-based learning. The framework is suitable for assisting the STEM and mathematics education communities in developing, providing standard lesson materials and assessment tools, and innovating integrated pedagogical approaches to statistics topics. By utilising the framework, both practitioners and researchers can adapt a common foundation that relates the ways, steps, processes, and activities of problem-solving across interdisciplinary domains into a single point of reference.

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The implementation of problem-based learning in a Taiwanese primary mathematics classroom: lessons learned from the students’ side of the story

Cited by 22 publications

References 35 publications

Bibliometric and Descriptive Content Analyses for the Articles Related to Problem-Based Learning in Chemistry Education

Bibliometric and Descriptive Content Analyses for the Articles Related to Problem-Based Learning in Chemistry Education

Evaluation of Student Learning Outcomes in Problem-Based Learning: Study of Its Implementation and Reflection of Successful Factors

An Integrated Stem Framework for Facilitating Statistics Instruction

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