The Investigation of the Effect of Problem Based Learning to the Academic Achievement and the Permanence of Knowledge of Prospective Science Teacher: The Problem of the Boiler Stone

Benli, Esra; Sarikaya, Mustafa

doi:10.1016/j.sbspro.2012.06.247

Cited by 13 publications

(8 citation statements)

References 7 publications

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“…Thus, it has been proven that this strategy has a positive effect on students' procedural learning, as well as on decreasing mental burden during the learning process [8]. In addition, it has been shown that this methodology plays an important role in the permanence of knowledge [9].…”

Section: Learning Approachesmentioning

confidence: 99%

Application of Problem-Based Learning (Pbl) in the Course "Industrial Chemical Technology" of the Master's Degree in Industrial Engineering

Sancho¹,

García-Fayos²,

García-Castelló³

et al. 2021

INTED2021 Proceedings

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This paper describes the application of Problem-Based Learning (PBL) in the subject "Industrial Chemical Technology" of the Master's Degree in Industrial Engineering from the Universitat Politécnica de València (UPV). This course includes contents related to the Basic Operations of Chemical Engineering, not previously studied by most students. This fact, together with the difficulties associated with the management of 300 students have conditioned the type of methodologies that can be applied and, therefore, the level of depth at which the contents can be developed. Therefore, the main methodology applied so far has been the participative masterclass, with problem solving in the classroom. Although the results in terms of percentage of students who pass the course are very satisfactory, the approach to learning is superficial in some aspects and teachers believe that it should be adapted to master's level. To achieve deeper learning of students in the contents of the course, it has been decided to partially modify the methodology, integrating Problem-Based Learning (ABP). This new methodology will consist of grouped resolution of problems integrated into the same real industrial process, which will allow students to also acquire a more global view of the contents covered in the course. The level of the problems will be increased compared to those solved in the classroom and students will be required to search, select and justify additional data and information to solve the problems that will also be multidisciplinary.All this innovation is part of an Innovation and Educational Improvement Project granted and funded by the "Vicerrectorado de Estudios, Calidad y Acreditación (VECA)" of the UPV. This work describes how the PBL has been defined for implementation in the course and analyses the results achieved to date, identifying the aspects to be improved for the continuation of the methodology in the following academic years.

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Section: Learning Approachesmentioning

confidence: 99%

Application of Problem-Based Learning (Pbl) in the Course "Industrial Chemical Technology" of the Master's Degree in Industrial Engineering

Sancho¹,

García-Fayos²,

García-Castelló³

et al. 2021

INTED2021 Proceedings

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show abstract

“…It is possible students have not really know what the students will do later because the delivery is still an oral discourse and question and answer between teachers with students before doing observation activities. Agreeing with Benli and Sarikaya (2012) states that the essence of PBL presents a variety of authentic and meaningful problem situations to students, which can serve as a springboard for investigation and investigation. PBL is designed to help students develop thinking skills and problem-solving skills, learn the roles of adults and become independent learners.…”

Section: Complete Ability Test Using T Test Techniquementioning

confidence: 99%

Influence of the use of technology through problem based learning and Inkuiri models are leading to scientific communication students class VII

Setyawan

Aznam

Paidi

et al. 2020

J. Technol. Sci. Educ.

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Problem Based Learning (PBL) and guided inquiry learning model develops intellectual ability as part of mental process. The purpose of this research is to know the difference of scientific communication ability between students who learn to use PBL model and guided inquiry, and to know whether there is influence the use of technology through PBL model and guided inquiry model to student scientific communication. The experimental research was conducted in 2 schools (SMP & MTs) Grobogan District. Examples consisted of 10 classes with 6 PBL model learning models, 4 guided inquiry model and 1 control class. The sample size is 352 students. Instruments using student worksheets and student research reports. The analysis used a one way variance with a significance level of 5% supported by students' skill and classical completeness. The results show the PBL model by giving the video at the beginning of learning gives the biggest influence with the average 83.615. The conclusion of this research is the better model of PBL in terms of individual capability, guided inquiry model better in terms of classical mastery. Improving scientific communication skills more effectively using PBL by providing video at the beginning of learning, followed by guided inquiry model with scientific reasoning. scientific communication skills more effectively using PBL with early video-giving activities and guided inquiry models with scientific reasoning.

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“…Así, se ha comprobado que esta estrategia tiene un efecto positivo en el aprendizaje procedimental de los estudiantes, así como en la disminución de la carga mental durante el proceso de aprendizaje (Bayat, 2012). Además, se ha demostrado que esta metodología juega un papel importante en la permanencia del conocimiento (Benli, 2012). María Sancho, Beatriz García-Fayos, Esperanza M. García-Castelló, Manuel César Martí-Calatayud, Antonio D. Rodríguez-López, Amparo Bes-Pia, José Sin embargo, hay que tener en cuenta que cuando los estudiantes se enfrentan a esta estrategia por primera vez muestran cierta resistencia y frustración en las primeras fases, ante el desconocimiento del modo en que tienen que desarrollar las tareas y gestionar su propio aprendizaje.…”

Section: Estrategias Para Un Aprendizaje Profundounclassified

Aplicación del Aprendizaje Basado en Problemas (ABP) en una asignatura del Máster Universitario de Ingeniería Industrial: propuesta metodológica y de evaluación

Fernández

Fayos

Castelló

et al. 2020

Libro De Actas IN-RED 2020: VI Congreso De Innovación Edicativa Y Docencia en Red

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En la asignatura “Tecnología Química Industrial” del Máster Universitario en Ingeniería Industrial de la Universitat Politécnica de València (UPV) se imparten contenidos relativos a las Operaciones Básicas de la Ingeniería Química, no estudiados previamente por la mayoría de los alumnos. Este hecho, unido a las complicaciones asociadas a la media de 300 alumnos que tiene la asignatura, condiciona el tipo de metodologías que se pueden aplicar y, por lo tanto, el nivel de profundidad en el que se pueden desarrollar los contenidos. Por ello, la metodología principal aplicada hasta el momento ha sido la lección magistral participativa, con resolución de problemas en el aula. Aunque los resultados en cuanto a porcentaje de alumnos que superan la asignatura son muy satisfactorios, el enfoque de aprendizaje es muy superficial y creemos que debería adecuarse más al nivel de máster de la asignatura. Para conseguir un aprendizaje más profundo, se ha decido modificar parcialmente la metodología de la asignatura, integrando el Aprendizaje Basado en Problemas (ABP). En este trabajo se describe cómo se va a implementar y evaluar la metodología ABP en la asignatura. Todo ello forma parte de un Proyecto de Innovación y Mejora Educativa concedido por el VECA de la UPV.

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The Investigation of the Effect of Problem Based Learning to the Academic Achievement and the Permanence of Knowledge of Prospective Science Teacher: The Problem of the Boiler Stone

Cited by 13 publications

References 7 publications

Application of Problem-Based Learning (Pbl) in the Course "Industrial Chemical Technology" of the Master's Degree in Industrial Engineering

Application of Problem-Based Learning (Pbl) in the Course "Industrial Chemical Technology" of the Master's Degree in Industrial Engineering

Influence of the use of technology through problem based learning and Inkuiri models are leading to scientific communication students class VII

Aplicación del Aprendizaje Basado en Problemas (ABP) en una asignatura del Máster Universitario de Ingeniería Industrial: propuesta metodológica y de evaluación

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