Why Don't We All Just Do the Same? Understanding Variation in PBL Implementation from the Perspective of Translation Theory

Scholkmann, Antonia

doi:10.14434/ijpbl.v14i2.28800

Cited by 16 publications

(9 citation statements)

References 68 publications

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“…Problem-based learning was first implemented at the Faculty of Medicine at McMaster University in Canada in 1970 [25]. Implementing Problem-Based Learning at McMaster University is community-oriented and focused on humans through a problem-based learning and learning approach.…”

Section: Problem-based Learningmentioning

confidence: 99%

E-Book with Problem Based Learning to Improve Student Critical Thinking in Science Learning at Elementary School

Susanto¹,

Dwiyanti²,

Marini³

et al. 2022

Int. J. Interact. Mob. Technol.

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With the development of technology, especially in the world of education, teachers must have learning media that attracts students' attention, one of which is E-Books. This study aims to determine whether Problem Based Learning-Based E-Books Can Improve Students' Critical Thinking Ability in Primary School Science Learning. This research was conducted on elementary school students in the district of Jagakarsa, South Jakarta. This research method uses the RnD method. In this research. To get the results, the researchers used a pre-test and also a post-test to get the results. The results show that this E-Book is able to improve critical thinking skills in science learning as digital media innovation, narration, video and also practice questions.

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Section: Problem-based Learningmentioning

confidence: 99%

E-Book with Problem Based Learning to Improve Student Critical Thinking in Science Learning at Elementary School

Susanto¹,

Dwiyanti²,

Marini³

et al. 2022

Int. J. Interact. Mob. Technol.

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“…Finally, the groups present their proposed solutions to the problem and conclude the activity by reflecting on what they have learned and the effectiveness of the strategies used. The entire learning process in PBL with HPC strategies occurs around the problem-solving (Scholkmann, 2020). So, PBL with the HPC strategy is used in this research to provide as wide an opportunity as possible for students to solve problems during learning.…”

Section: Resultsmentioning

confidence: 99%

Elementary School Students' Metacognitive Awareness: PBL Study with HPC Strategy in Science Learning

Leasa,

Batlolona,

Jamaludin

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The results of previous studies show that biological science learning for elementary school students is in the sufficient category. This is because teachers do not familiarize students with being trained in high-level thinking in the form of life skills, namely metacognitive awareness. Therefore, effective strategies are needed to increase students' metacognitive awareness. One model that can increase students' metacognitive awareness is the problem-based learning (PBL) model with the homogeneity psychocognition (HPC) strategy. The aim of the research is to analyze differences in elementary school students' metacognitive awareness in learning biological science using the PBL model, PBL with HPC strategies, and conventional models. This research used a quasi experiment with a pretest-posttest nonequivalent control group design. The number of samples participating in the research was 155 students where sampling was carried out randomly. The instrument used was the metacognitive awareness inventory which was adapted from the Junior Metacognitive Inventory (Jr. MAI) by Sperling et al (2002). The inventory consists of 18 questions with 9 items each on the aspects of knowledge of cognition and regulation of cognition. The research results found that there were significant differences in metacognitive awareness in the PBL learning model, PBL with HPC strategies compared to conventional learning. This research recommends that teachers can optimize PBL, as well as PBL with HPC strategies in increasing students' metacognitive awareness.

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“…In a similar work, Tymoshchuk (2022) identifies dynamic equivalence, which aims to produce the same effect on the reader of the original text as on the reader of the translation. Scholkmann (2020) argues that the quality of a translation is always a function of the intended purpose. It is necessary to take into account the audience for which the translator is working.…”

Section: Describe Relevant Scholarshipmentioning

confidence: 99%

New Slang Expressions-Neologisms to Denote the Phenomena of War: A Translation Aspect of the Neglect

Tarasova,

Romanchuk,

Kapitan

et al. 2023

WJEL

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The phenomenon of war broadcasts military discourse, which is often considered a “separate language” full of stylistic figures: rhetoric, puns, metaphors, and neologisms. The latter often function as keys to ideology and thus reflect a certain vision of the world. Such categories pose significant challenges for translation, as these “ideological keys” are often incomprehensible to the target audience. First of all, these are terms with connotations that refer to socio-cultural reality, socio-cultural reality, or derived from connotations known only to the military, which are difficult to translate and, according to some scholars, are untranslatable. The purpose of the article is to propose a theoretical model and a methodological description of the ways of translating slang expressions-neologisms of military discourse that have entered the English language as a result of the war in Ukraine. The result of the work is an analysis of the ways in which Ukrainian slang expressions-neologisms entered the English language and the ways in which they can be translated. Each neologism characterizes a certain category according to the criterion of the channel through which it spreads - through peer-to-peer networks and through the media, respectively. The application of the theory of innovation diffusion to neologism provides food for thought about the typology of speakers in terms of their sensitivity and adaptability to neologisms. The difference between disparaging slang expressions-neologisms, in particular, dysphemisms and ethnic slurs and neologisms with ironic connotations is noted. The conclusions of the study formulated the ways of translating neologisms: borrowing, calquing, literal translation, transposition, modulation, equivalence, adaptation, and translation methods: a combination of calquing/literal translation with explanation or definition, deletion and replacement, and translation by equivalent with the creation of own neologism.

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Why Don't We All Just Do the Same? Understanding Variation in PBL Implementation from the Perspective of Translation Theory

Cited by 16 publications

References 68 publications

E-Book with Problem Based Learning to Improve Student Critical Thinking in Science Learning at Elementary School

E-Book with Problem Based Learning to Improve Student Critical Thinking in Science Learning at Elementary School

Elementary School Students' Metacognitive Awareness: PBL Study with HPC Strategy in Science Learning

New Slang Expressions-Neologisms to Denote the Phenomena of War: A Translation Aspect of the Neglect

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