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Zeitschriftenartikel zum Thema „Problem-based learning“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 28. Juli 2024

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1

Balykbaeva, G. T., A. S. Tapalova, G. M. Abyzbekova, Sh O. Espenbetova und K. Sh Arynova. „INORGANIC CHEMISTRY PROBLEM-BASED LEARNING“. Bulletin of the Korkyt Ata Kyzylorda University 58, Nr. 3 (2021): 63–73. http://dx.doi.org/10.52081/bkaku.2021.v58.i3.072.

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The resolution of problem situations under the teacher’s guidance makes students compare, generalize, analyze phenomena, and not only memorize them mechanically. The processes of advancing and resolving problem situations are an unbroken chain, since when a problem is advanced, its solution begins simultaneously, which leads to the formulation of new problems. That is, a contradictory and continuous process of new scientific concepts active cognition is carried out. We see from the experience that using the methods of problem-based learning in the lessons that they promote development of cognitive activity, creative students’ independence, the formation of their worldview, intellectual development, and as a result, the improvement of the knowledge’s quality. Today, it is necessary when learning future specialists, in addition to the implementation of existing educational state standards in this specialty, to focus on the development of their creative qualities, creative thinking, which, ultimately, will promote to the formation of highly professional competent personnel.

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YOSHIOKA, Toshimasa. „Problem-based learning (PBL) tutorial“. Igaku Toshokan 51, Nr. 2 (2004): 110–12. http://dx.doi.org/10.7142/igakutoshokan.51.110.

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3

Ventura, Michele Della. „Problem-Based Learning and e-Learning in Sound Recording“. International Journal of Information and Education Technology 4, Nr. 5 (2014): 426–29. http://dx.doi.org/10.7763/ijiet.2014.v4.443.

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4

Ikawati, Janti. „Subject Specific Pedagogy Design based on Problem based Learning to Stimulate Problem Solving Ability“. Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (25.07.2020): 1875–82. http://dx.doi.org/10.5373/jardcs/v12sp7/20202300.

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5

Panggabean, Yosephin Elisabeth, Mulyono Mulyono und Humuntal Banjarnahor. „Differences in Improving Student's Problem Solving Mathematics Ability Using Problem Based Learning and Discovery Learning“. PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, Nr. 1 (29.06.2023): 32–39. http://dx.doi.org/10.24114/paradikma.v16i1.42689.

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This study was carried out with the aim of determining whether the improvement in mathematical problem solving ability of students taught by the PBL learning model was higher than students that taught using the DL learning model. In this study, the population was all class XI science students at Markus High School Medan. The type of research used is quasi experimental research. The research samples were selected using purposive sampling techniques (selection of samples based on certain characteristics). Furthermore, randomization was carried out on the two classes selected to be designated as experimental class I and experimental class II. Class XI IPA 1 was selected as a PBL experiment class with 30 students and class XI IPA 2 was selected as a DL experimental class with 30 students. This study used the Anakova test. Based on the results of the study, it can be said that: Students who are taught using the PBL models are higher than students who are taught using the DL model with F_count > F_table shows that in student’s mathematical problem solving ability there are differences, is 5.936 > 4.01.

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Zotou, Maria, Efthimios Tambouris und Konstantinos Tarabanis. „Data-driven problem based learning: enhancing problem based learning with learning analytics“. Educational Technology Research and Development 68, Nr. 6 (21.09.2020): 3393–424. http://dx.doi.org/10.1007/s11423-020-09828-8.

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7

Esema, David, Evi Susari und Daniel Kurniawan. „PROBLEM-BASED LEARNING“. Satya Widya 28, Nr. 2 (05.12.2012): 167. http://dx.doi.org/10.24246/j.sw.2012.v28.i2.p167-174.

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<p>Problem-Based Learning (PBL), adalah model pembelajaran yang awalnya dikembangkan di dunia pendidikan medis, namun kini telah digunakan secara luas di berbagai jenjang dan bidang pendidikan. Basis teortits dari PBL adalah kolaborativisme dan konstruktivisme. Kemitraan, keterbukaan dan kejujuran, rasa hormat, dan kepercayaan menjadi nilai-nilai yang mendasari dan sekaligus menjadi prasyarat bagi keberhasilan PBL Sintaks PBL meliputi: pengenalan dan pemahaman konsep dasar, eksplorasi fakta dan informasi relevan secara mandiri, bertukar pemahaman dalam kelompok/kelas, kesimpulan dan evaluasi. Beberapa riset mengenai PBL baik di luar maupun di dalam negeri yang dipaparkan dan dibandingkan dalam tulisan ini menunjukkan data tentang efektifitas PBL dalam kegiatan pembelajaran.</p>

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Aspy, David N., und Cheryl B. Aspy. „Problem Based Learning“. Journal of Invitational Theory and Practice 2, Nr. 2 (11.02.2022): 69–77. http://dx.doi.org/10.26522/jitp.v2i2.3759.

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A lady walked into her husband's hospital room and saw him lying amidst an incredible array of tubes attached to an equally complicated conglomeration of bottles. Doctors and nurses were whirling around the room doing tasks smoothly but hurriedly as if there was no time to lose. She stood silently as her stomach lurched with indescribable fear that she had to restrain in order not to upset her spouse. She was an emotional cauldron.

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Wood, Edward J. „Problem-based learning.“ Acta Biochimica Polonica 51, Nr. 2 (30.06.2004): XXI—XXVI. http://dx.doi.org/10.18388/abp.2004_3571.

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Problem-based learning has been used in medical school in a number of different countries around the world for over 50 years, with both undergraduate and graduate students. Instead of the traditional lectures, laboratory practical classes and tutorial system of education, students in small groups are presented with a problem that they must try to solve. They are assisted by a 'facilitator' who helps them formulate the problem and generally advises them but does not supply information. The students have to decide what information they need to solve the problem, find it and communicate it to the others in the group. At this stage a solution may be apparent, but several more group discussions to reformulate the problem followed by re-iterations of the information seeking process may be needed before a solution can be found. The theory is that because information is sought and presented in a relevant context, it is valued and is more likely to be remembered. At the end of the session student reflect on how they performed. Problem-based learning has been criticised from a number of points of view, especially that it does not present a coherent curriculum, the curriculum is not necessarily 'covered', and that in many medical schools the implementation has been less than optimal.

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Sari, Dwi Rosita. „PROBLEM BASED LEARNING“. Lingual: Journal of Language and Culture 9, Nr. 1 (31.05.2020): 39. http://dx.doi.org/10.24843/ljlc.2020.v09.i01.p07.

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The aims of research are (1) The implementation of Problem Based Learning strategy to teach speaking descriptive text (2) To find the problems of Problem Based Learning strategy to teach speaking descriptive text (3) To know the solutions of the Problem Based Learning strategy to teach speaking descriptive text. The type of this research is descriptive qualitative research and researcher uses case study in answering the problem of the research. This research takes the seventh grade students of SMPN 1 Bendo, Kabupaten Magetan in term 2018/2019. The results of research show that the implementation Problem Based Learning strategy to teach speaking descriptive text are (1) by explaining the materials while the students do the task in pair and (2) by giving steps in teaching learning process (pre-activities,whislt-activities and post-activities). The problem of Implementation of PBL strategy are (1) some students are difficult to translate from Indonesian into English and (2) some students need more time to do the task. Meanwhile, solution of the implementation of PBL strategy to teach speaking are (1) The teacher gives more time to the students doing the task; (2) Students cooperate each other with friends; (3) The students use the real thing.

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Philipp, Robin. „Problem-based learning“. Occupational Medicine 44, Nr. 5 (1994): 267. http://dx.doi.org/10.1093/occmed/44.5.267.

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12

Badeau, Kathleen A. „Problem-Based Learning“. Journal For Nurses in Staff Development (JNSD) 26, Nr. 6 (November 2010): 244–49. http://dx.doi.org/10.1097/nnd.0b013e31819b562c.

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&NA;. „Problem-Based Learning“. Journal For Nurses in Staff Development (JNSD) 26, Nr. 6 (November 2010): E1—E2. http://dx.doi.org/10.1097/nnd.0b013e318200bd57.

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14

TOSTESON, D. „PROBLEM-BASED LEARNING“. Medical Education 28 (September 1994): 108–11. http://dx.doi.org/10.1111/j.1365-2923.1994.tb02775.x.

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15

Tooey, M. J. „Problem-Based Learning“. Medical Reference Services Quarterly 12, Nr. 3 (04.10.1993): 85–89. http://dx.doi.org/10.1300/j115v12n03_08.

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16

Tooey, M. J. „Problem-Based Learning“. Medical Reference Services Quarterly 12, Nr. 4 (22.12.1993): 69–75. http://dx.doi.org/10.1300/j115v12n04_07.

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17

Ohles, Janet A. „Problem-Based Learning“. Medical Reference Services Quarterly 16, Nr. 2 (27.02.1997): 11–21. http://dx.doi.org/10.1300/j115v16n02_02.

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18

Sable, Marjorie R., Linda S. Larrivee und Debra Gayer. „Problem-Based Learning“. Journal of Teaching in Social Work 21, Nr. 3-4 (21.08.2001): 217–34. http://dx.doi.org/10.1300/j067v21n03_16.

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19

Wood, Diana F. „Problem based learning“. BMJ 336, Nr. 7651 (01.05.2008): 971. http://dx.doi.org/10.1136/bmj.39546.716053.80.

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20

Eisenstaedt, R. S., W. E. Barry und K. Glanz. „Problem-based learning“. Academic Medicine 65, Nr. 9 (September 1990): S11–2. http://dx.doi.org/10.1097/00001888-199009000-00020.

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21

Albanese, M. A., und S. Mitchell. „Problem-based learning“. Academic Medicine 68, Nr. 1 (Januar 1993): 52–81. http://dx.doi.org/10.1097/00001888-199301000-00012.

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22

Berkson, L. „Problem-based learning“. Academic Medicine 68, Nr. 10 (Oktober 1993): S79–88. http://dx.doi.org/10.1097/00001888-199310000-00053.

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23

Somlyo, A. P. „Problem-based learning“. Academic Medicine 70, Nr. 5 (Mai 1995): 341. http://dx.doi.org/10.1097/00001888-199505000-00001.

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24

Jolly, Brian. „Problem-based Learning“. Medical Education 40, Nr. 6 (Juni 2006): 494–95. http://dx.doi.org/10.1111/j.1365-2929.2006.02497.x.

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25

Silva, Anielson Barbosa Da, Ana Carolina Kruta de Araújo Bispo, Danilo Goncalves Rodriguez und Francisco Ialyson Felipe Vasquez. „Problem-based learning“. Revista de Gestão 25, Nr. 2 (16.04.2018): 160–77. http://dx.doi.org/10.1108/rege-03-2018-030.

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Purpose The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems. Design/methodology/approach The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis. Findings The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning. Practical implications The use of PBL demonstrates its potential for learning through the integration of students’ cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students. Originality/value The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students’ competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning.

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26

White, H. B. „Problem Based Learning“. Biochemistry and Molecular Biology Education 28, Nr. 4 (Juli 2000): 211. http://dx.doi.org/10.1111/j.1539-3429.2000.tb00148.x.

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White, H. B. „Problem Based Learning“. Biochemistry and Molecular Biology Education 28, Nr. 5 (September 2000): 265–66. http://dx.doi.org/10.1111/j.1539-3429.2000.tb00166.x.

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28

Amos, Elizabeth, und Mary Joe White. „Problem-Based Learning“. Nurse Educator 23, Nr. 2 (März 1998): 11–14. http://dx.doi.org/10.1097/00006223-199803000-00009.

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White, Mary Joe, Elizabeth Amos und Kamiar Kouzekanani. „Problem-Based Learning“. Nurse Educator 24, Nr. 2 (März 1999): 33–36. http://dx.doi.org/10.1097/00006223-199903000-00011.

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Smith, Chris. „Problem-based learning“. Biochemical Education 28, Nr. 3 (Mai 2000): 143. http://dx.doi.org/10.1016/s0307-4412(00)00037-6.

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31

Smith, C. A. „Problem-based learning“. Biochemical Education 24, Nr. 3 (Juli 1996): 154. http://dx.doi.org/10.1016/s0307-4412(96)90015-1.

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Smith, C. A. „Problem-based Learning“. Biochemical Education 24, Nr. 4 (Oktober 1996): 215. http://dx.doi.org/10.1016/s0307-4412(97)80772-8.

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Smith, C. A. „Problem-based learning“. Biochemical Education 25, Nr. 3 (Juli 1997): 143. http://dx.doi.org/10.1016/s0307-4412(97)84433-0.

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Smith, C. A. „Problem-based learning“. Biochemical Education 25, Nr. 4 (Oktober 1997): 221. http://dx.doi.org/10.1016/s0307-4412(97)87535-8.

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Smith, C. A. „Problem-based learning“. Biochemical Education 25, Nr. 2 (April 1997): 94. http://dx.doi.org/10.1016/s0307-4412(97)88287-8.

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Smith, C. A. „Problem-based learning“. Biochemical Education 25, Nr. 1 (Januar 1997): 22. http://dx.doi.org/10.1016/s0307-4412(97)90116-3.

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Smith, C. A. „Problem-based learning“. Biochemical Education 26, Nr. 2 (April 1998): 140. http://dx.doi.org/10.1016/s0307-4412(98)00117-4.

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Smith, C. A. „Problem-based learning“. Biochemical Education 26, Nr. 1 (Januar 1998): 34. http://dx.doi.org/10.1016/s0307-4412(98)00161-7.

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Smith, C. A. „Problem-based learning“. Biochemical Education 26, Nr. 3 (Juli 1998): 213. http://dx.doi.org/10.1016/s0307-4412(98)00179-4.

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40

Smith, C. A. „Problem-based learning“. Biochemical Education 26, Nr. 4 (Oktober 1998): 292–93. http://dx.doi.org/10.1016/s0307-4412(98)00238-6.

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Smith, C. A. „Problem-based learning“. Biochemical Education 27, Nr. 1 (Januar 1999): 14. http://dx.doi.org/10.1016/s0307-4412(98)00283-0.

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42

Smith, C. A. „Problem-based learning“. Biochemical Education 23, Nr. 4 (Oktober 1995): 202. http://dx.doi.org/10.1016/0307-4412(95)90165-5.

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43

Smith, C. A. „Problem-based Learning“. Biochemical Education 24, Nr. 2 (April 1996): 77. http://dx.doi.org/10.1016/0307-4412(96)90023-0.

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44

Kilroy, D. A. „Problem based learning“. Emergency Medicine Journal 21, Nr. 4 (01.07.2004): 411–13. http://dx.doi.org/10.1136/emj.2003.012435.

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45

Tharpe, Anne Marie, Judith A. Rassi und Gautam Biswas. „Problem-Based Learning“. American Journal of Audiology 4, Nr. 1 (März 1995): 19–25. http://dx.doi.org/10.1044/1059-0889.0401.19.

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46

Deepak, K. K. „Problem based learning“. Indian Journal of Pediatrics 61, Nr. 2 (März 1994): 127–37. http://dx.doi.org/10.1007/bf02843601.

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47

Allen, Deborah E., Richard S. Donham und Stephen A. Bernhardt. „Problem-based learning“. New Directions for Teaching and Learning 2011, Nr. 128 (Dezember 2011): 21–29. http://dx.doi.org/10.1002/tl.465.

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48

Kiernan, Henry. „Problem-Based Learning“. English Leadership Quarterly 21, Nr. 1 (01.08.1998): 1–12. http://dx.doi.org/10.58680/elq19981648.

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49

Siagian, Pargaulan, Waminton Rajagukguk und Faiz Ahyaningsih. „Development of Problem-Based Number Theory Learning Tools“. PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, Nr. 1 (29.06.2023): 52–56. http://dx.doi.org/10.24114/paradikma.v16i1.42074.

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Development of Problem-Based Number Theory Learning Tools" in the 2022 FMIPA Unimed Mathematics Education Lecture. This research is the development of learning tools that aim to describe the development process that produces valid, practical, and effective number theory learning tools. Problem-Based Number Theory Learning developed by following the Four D's: Define, Design, Develop, and Disseminate. The trial of device development was carried out in the S1 Mathematics Education Study program in the Number Theory lecture. In the development of number theory lecture tools produce: Textbooks, and 14 Lesson Plans (LP) that are valid, practical and effective. The implementation process is carried out by preparing components of teaching materials for the Number Theory course in the form of: textbooks, LP which are carried out in the Number Theory course in 2022. In the implementation of disseminate applying limited Number Theory teaching materials produced: LP as many as 14 valid, practical and effective meetings to the Lecturer Team in the Department of Mathematics FMIPA Unimed

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Hadi Saputro, Suyatno. „The Impact of Problem Based Learning on Learning Outcomes in Nursing Students“. International Journal of Multidisciplinary Research and Analysis 05, Nr. 10 (17.10.2022): 2784–88. http://dx.doi.org/10.47191/ijmra/v5-i10-29.

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This study aims to determine the impact of problem-based learning on nursing student learning outcomes. The research method used is quasi-experimental by comparing the two groups, namely the group treated with problem-based learning and conventional learning. The research subjects were 7th semester nursing students, totaling 68 students who were divided into two groups, experiment with problem-based learning and control with conventional learning. Analysis of the data in this study by comparing learning outcomes in the two groups, experimental and control. The results of data analysis showed that students who were treated with problem-based learning obtained better learning outcomes compared to the control group or conventional learning. This research can be concluded that there is an impact of problem-based learning on nursing student learning outcomes

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