Journal articles on the topic 'Scaffolding of PBL'
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Musa, Mohammed Girei, and Zaleha Abdullah. "Integration of Problem Based Learning and online Scaffolding for Educational Purpose: A mini-review." Asia Proceedings of Social Sciences 6, no. 1 (April 7, 2020): 31–35. http://dx.doi.org/10.31580/apss.v6i1.1222.
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The integration of Problem-based-learning (PBL) and Scaffolding for instruction in various fields of education cannot be contravened. The strategy can enhance and supplement the conventional learning model accommodating the generic skills for learning in the 21stcentury. The main scope of this study is to review the findings and conclusions of studies about the mastery of implementation of PBL and scaffolding as a learning strategy, its effectiveness on education. The study adopts a systematic review and 11 articles from 2015 until 2019 including both peer review and full text from Scopus, Science Direct and other sources as databases. This review includes different areas of education. The results of this study reveal that PBL and Online scaffolding improved student's experience, knowledge, and ease in dealing with communication of problems in a learning setting. Scaffolding is an important component that assists students to succeed in PBL and has a reasonable effect on students’ engagement.
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Diani, Rahma, Husnul Khotimah, Uswatun Khasanah, and Muhammad Ridho Syarlisjiswan. "Scaffolding dalam Pembelajaran Fisika Berbasis Problem Based Instruction (PBL): Efeknya Terhadap Pemahaman Konsep dan Self Efficacy." Indonesian Journal of Science and Mathematics Education 2, no. 3 (June 23, 2019): 310–19. http://dx.doi.org/10.24042/ijsme.v2i3.4356.
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Abstract: In physics learning a learning is needed which in addition to increasing understanding of concepts can also improve students' self-efficacy, one by one using the PBL model with scaffolding. With scaffolding, educators can provide assistance in stages to students who experience difficulties in learning. The purpose of this study was to determine the effects of PBL-based physics learning and scaffolding on understanding concepts and self efficacy. This type of research is the Quasy experiment using a non equivalent control group design. The research was conducted at one of the high schools in Bandar Lampung. The sampling technique is purposive sampling. The instrument used to measure understanding of the concept is a three-tier diagnostic test consisting of 10 questions, while the instrument for measuring self-efficacy is the observation sheet. From this study, the results showed that PBL-based physics learning with scaffolding was effective against the understanding of concepts and the self-efficacy of students. The value of the effect size obtained is 1.29 with a high category.Abstrak: Dalam pembelajaran fisika dibutuhkan suatu pembelajaran yang selain dapat meningkatkan pemahaman konsep juga dapat meningkatkan self efficacy peserta didik, salah satungan dengan menggunakan model PBL dengan scaffolding. Dengan scaffolding, pendidik dapat memberikan bantuan secara bertahap kepada peserta didik yang mengalami kesulitan dalam pembelajaran. Tujuan penelitian ini adalah untuk mengetahui efek dari pembelajaran fisika berbasis PBL dengan scaffolding terhadap pemahaman konsep dan self efficacy. Jenis penelitian adalah Quasy experiment menggunakan desain non equivalent control group. Penelitian dilaksanakan pada salah satu SMA di Bandar Lampung. Teknik pengambilan sampel adalah purposive sampling. Instrumen yang digunakan untuk mengukur pemahaman konsep adalah three-tier test diagnostic yang terdiri atas 10 soal, sedangkan instrumen untuk mengukur self efficacy adalah lembar observasi. Dari penelitian ini diperoleh hasil bahwa pembelajaran fisika berbasis PBL dengan scaffolding efektif terhadap pemahaman konsep serta self efficacy peserta didik. Nilai effect size yang diperoleh adalah 1,29 dengan kategori tinggi
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Zainol, Nur Zainatul Nadra, Siti Sarawati Johar, Arieff Salleh Rosman, Aqeel Khan, and Maisarah Mahmud. "Third Gender from Islamic Law and its Impacts towards Muslim Culture in Malaysia." NeuroQuantology 20, no. 1 (April 1, 2022): 189–98. http://dx.doi.org/10.14704/nq.2022.20.1.nq22073.
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Modern pedagogy needs to prepare an innovative type of students than those fostered all the way through. Technology Scaffolding in Problem-based Learning (PBL) environment is a learner-centred approach that has the potential to foster student’s independent study through effective communication, collaboration, and student student-teacher interaction. These instructional activities can reorganize the conventional learning approach, enhance the leaning experience and entire learning process. Hence, The importance of intergrating scaffolding strategies to facilitate PBL for effective instruction in a diverse field of education cannot be overemphersized. This review highlihgts the benefits available through the utilization of technology-based scaffolding in PBL that could benefit vocational education. The review employed a systematic search of relevant databases including Scopus, Web of Science, ScienceDirect and others. Twenty two (22) full articles that met the inclusion criteria were selected and analyzed. The analysis showed that PBL with online scaffolding enhances positive students experience, promotes effective collaboration, facilitates learning, and ease in dealing with communication of new ideas in a learning setting. additional findings showed that if question prompts in PBL is provided in a complicated or difficult manner, they could hinder rather than promote learning.
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Abdullah, Zaleha, and Mohammed Musa Girei. "Implementation of Instructional Scaffolding through Online to Support Problem-based Learning in Education - A Scoping Review." NeuroQuantology 20, no. 1 (April 1, 2022): 178–88. http://dx.doi.org/10.14704/nq.2022.20.1.nq22072.
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Modern pedagogy needs to prepare an innovative type of students than those fostered all the way through. Technology Scaffolding in Problem-based Learning (PBL) environment is a learner-centred approach that has the potential to foster student’s independent study through effective communication, collaboration, and student student-teacher interaction. These instructional activities can reorganize the conventional learning approach, enhance the leaning experience and entire learning process. Hence, The importance of intergrating scaffolding strategies to facilitate PBL for effective instruction in a diverse field of education cannot be overemphersized. This review highlihgts the benefits available through the utilization of technology-based scaffolding in PBL that could benefit vocational education. The review employed a systematic search of relevant databases including Scopus, Web of Science, ScienceDirect and others. Twenty two (22) full articles that met the inclusion criteria were selected and analyzed. The analysis showed that PBL with online scaffolding enhances positive students experience, promotes effective collaboration, facilitates learning, and ease in dealing with communication of new ideas in a learning setting. additional findings showed that if question prompts in PBL is provided in a complicated or difficult manner, they could hinder rather than promote learning.
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Ariyanti, Ariyanti, and Neni Hermita. "THE EFFECT OF SCAFFOLDING-BASED PROBLEM-BASED LEARNING APPROACHES TO IMPROVE MATHEMATICAL MODELING ABILITY OF ELEMENTARY SCHOOL STUDENTS." Dinamika Jurnal Ilmiah Pendidikan Dasar 12, no. 1 (April 5, 2020): 1. http://dx.doi.org/10.30595/dinamika.v12i1.6642.
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This study aims to examine the improvement of mathematical modeling skills by using a problem-based learning approach based on scaffolding in elementary school students and to see the effect of the interaction between the learning approaches applied (PBL-based scaffolding and conventional) and the students' initial mathematical ability to improve mathematical modeling abilities. This research was conducted in 3 elementary schools located in the city of Bandung with the number of research subject classes consisting of 2 classes namely the experimental class and the control class. Experimental class getting learning with problem based learning approach based on scaffolding and control class getting conventional learning.The research design uses Quasi-Experimental design with pre-posttest design. The results showed that the increase in mathematical modeling skills in students who were given learning with PBL based on scaffolding was higher than students who were taught conventionally and there was an influence of interaction between the learning approaches applied (PBL based on scaffolding and conventional) and the students' initial mathematical ability towards increasing mathematical modeling ability.
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Ernawati*, M. Dwi Wiwik, Sudarmin Sudarmin, Asrial Asrial, and Haryanto Haryanto. "The Effect of Scaffolding-Based Problem-Based Learning on Creative Thinking Skills on Hormone Materials." Jurnal Pendidikan Sains Indonesia 11, no. 1 (January 19, 2023): 129–41. http://dx.doi.org/10.24815/jpsi.v11i1.26955.
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The ability to think creatively is one of the higher order thinking skills so it is very important in biochemistry learning. The purpose of this study was to determine students' interest in learning in problem-based learning by providing scaffolding and without providing scaffolding and to see the effect of students' interest in learning in problem-based learning by providing scaffolding on students' creative thinking abilities. The design in this study used an explanatory sequential design with a total sample of 88 students of the Jambi University chemistry education study program. The instrument used in this study was a learning interest questionnaire with 17 statements and a creative thinking ability test question with a total of 10 questions. The data collection procedure was carried out, namely the researcher distributed a questionnaire instrument of student learning interest when learning using the PBL model and learning using the scaffolding integrated PBL model. After distributing the interest in learning questionnaire, the researcher then distributed the instruments for testing the ability to think creatively. The sampling technique used was total sampling. The data analysis technique used descriptive test, t-test and simple linear regression test. The results obtained are that there are differences in students' interest in learning when learning using the PBL model integrated with scaffolding and learning using the PBL model. In addition, there is an influence of students' interest in learning on students' creative thinking skills using a problem-based learning model with scaffolding
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Ernawati, Margaret Dwi Wiwik, Muhammad Rusdi, Asrial Asrial, Muhaimin Muhaimin, Mashelin Wulandari, and Shella Maryani. "Analysis of problem based learning in the scaffolding design: Students’ creative-thinking skills." Cypriot Journal of Educational Sciences 17, no. 6 (June 30, 2022): 2127–42. http://dx.doi.org/10.18844/cjes.v17i6.7551.
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This study aims to determine how students’ creative thinking skills are by applying the scaffolding integrated problem based learning (PBL) model in biochemistry learning. The research method used is the mixed method with a sequential explanatory design. The sampling technique used was total sampling and data collection was carried out using creative thinking ability questionnaires, student observation sheets and interviews with students. Based on the results of data analysis carried out, it was found that the results of student observations were in the good category and students’ creative thinking abilities were in the very good category. In addition, there is a significant difference in the average value in each class, namely class A with C, and class B with C. The findings in this study are strengthened by the results of interviews where it can be concluded that the PBL model with integrated scaffolding in learning can improve students’ creative thinking skills.
Keywords: Biochemistry, creative thinking, education, PBL model, scaffolding, vitamin
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Ernawati, Margaret Dwi Wiwik, Muhammad Rusdi, Asrial Asrial, Muhaimin Muhaimin, Mashelin Wulandari, and Shella Maryani. "Analysis of problem based learning in the scaffolding design: Students’ creative-thinking skills." Cypriot Journal of Educational Sciences 17, no. 7 (July 29, 2022): 2333–48. http://dx.doi.org/10.18844/cjes.v17i7.7551.
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This study aims to determine how students’ creative thinking skills are by applying the scaffolding integrated problem based learning (PBL) model in biochemistry learning. The research method used is the mixed method with a sequential explanatory design. The sampling technique used was total sampling and data collection was carried out using creative thinking ability questionnaires, student observation sheets and interviews with students. Based on the results of data analysis carried out, it was found that the results of student observations were in the good category and students’ creative thinking abilities were in the very good category. In addition, there is a significant difference in the average value in each class, namely class A with C, and class B with C. The findings in this study are strengthened by the results of interviews where it can be concluded that the PBL model with integrated scaffolding in learning can improve students’ creative thinking skills.
Keywords: Biochemistry, creative thinking, education, PBL model, scaffolding, vitamin
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Varadarajan, Sujatha, and Savita Ladage. "Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory." Chemistry Education Research and Practice 23, no. 1 (2022): 159–72. http://dx.doi.org/10.1039/d1rp00180a.
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The need for shifting the expository laboratory instruction style to inquiry-based approaches is widely acknowledged. Problem-based learning (PBL), one of the inquiry-based approaches, advocates students’ self-directed learning. The literature indicates that scaffolding students’ independent learning is necessary for a PBL environment. In our study, we provided scaffolds such as a precursor task, reading material, and structured group discussion to facilitate the planning of a PBL task on indigo dyeing wastewater treatment. In this paper, we describe how these three scaffolds integrated within the PBL style contributed to students’ learning as per the stages of Kolb's Experiential Learning Cycle (ELC). We analyzed the level of the abstract conceptualization stage of ELC through students’ experimental designs (EDs) of the PBL task. The results of the qualitative analysis of the scaffolded and un-scaffolded groups suggest that scaffolded students’ experimental design scores are higher. The qualitative results indicate that the structured group discussion influences the EDs planned by students more than the precursor task and the reading material. All three scaffolds help in the reflective learning and planning of executable EDs for a PBL task. The study indicates that students transitioning into the inquiry laboratory benefit from the inclusion of scaffolding.
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Hidayat, Dika Mery Chaesary, and Iden Rainal Ihsan. "Desain Pembelajaran Model Problem-Based Learning Terkait Kemampuan Berpikir Kreatif Matematis dan Adversity Quotient Peserta Didik." MATHEMA: JURNAL PENDIDIKAN MATEMATIKA 2, no. 2 (July 30, 2020): 1. http://dx.doi.org/10.33365/jm.v2i2.731.
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Penelitian ini berbasis desain (design based research) dengan tujuan merancang dan mengembangkan suatu desain pembelajaran dengan model problem-based learning (PBL) dan pembelajaran scaffolding yang dapat membantu kesulitan, melatih dan mengoptimalkan kemampuan berpikir kreatif matematis peserta didik. Tahapan design based research yang dilakukan pada penelitian ini merupakan tahapan penelitian pendahuluan (preliminary research). Pada tahapan tersebut peneliti melakukan analisis kebutuhan dan konteks, telaah literatur. Desain pembelajaran yang merupakan hasil dari penelitian ini berupa pembelajaran scaffolding dengan model PBL. Secara umum desain yang diperoleh adalah kegiatan pembelajaran yang diawali dengan apersepsi, kegiatan pendahuluan, kegiatan inti, orientasi peserta didik pada masalah, mengorganisasi peserta didik untuk belajar konsep yang dibutuhkan dalam pemecahan masalah, membimbing penyelidikan individu dan kelompok tahap 1 dan 2, mengembangkan dan menyajikan hasil karya tahap 1 dan 2, menganalisis dan mengevaluasi proses pemecahan masalah, tes formatif, kegiatan penutup.Kata Kunci: adversity quotient, berpikir kreatif, penelitian pendahuluan, problem-based learning, scaffolding.
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Al-Busaidi, Saleh, Tariq Yusuf, and Hayo Reinders. "A Model for Implementing Problem-Based Language Learning: Experiences from a Seven-Year Journey." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 1–21. http://dx.doi.org/10.26803/ijlter.20.1.1.
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The purpose of this paper is twofold. First, it aims to identify the challenges and barriers experienced in implementing problem-based Learning (PBL) in a language program at Sultan Qaboos University in the Sultanate of Oman. Second, it proposes a working model for integrating PBL into an existing program. The research was conducted using a case study approach underpinned by design-based research principles. The proposed model came as a result of tracing the development of the program over a period of seven years with a total of 14 instructors and 2800 students. The model consists of a number of elements which include the use of hybridizing courses, the careful scaffolding of teachers and students, and the development of a PBL culture of collaboration and interdependence. Each of these elements is described from a process perspective, detailing how we attempted to implement them and how they reacted to challenges along the way. Even though the model was designed for a specific language learning and teaching context, it can be adapted to suit local needs. The model is unique in that it creatively integrates the relevant PBL and linguistic aspects that are often missing in PBL designs but are essential for a successful implementation. The skills training and the scaffolding that the model proposes can offer one means of working around rigid institutional and curricula requirements that often face PBL adoption. It is hoped that the model may support future implementations of successful PBL.
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Wynn, Charles T., Richard S. Mosholder, and Carolee A. Larsen. "Promoting Postformal Thinking In A U.S. History Survey Course: A Problem-Based Approach." Journal of College Teaching & Learning (TLC) 13, no. 1 (January 12, 2016): 1–20. http://dx.doi.org/10.19030/tlc.v13i1.9567.
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This article presents a problem-based learning (PBL) model for teaching a college U.S. history survey course (U.S. history since 1890) designed to promote postformal thinking skills and identify and explain thinking systems inherent in adult complex problem-solving. We also present the results of a study in which the outcomes of the PBL model were compared to the outcomes of the same course taught with traditional lecture and discussion. The PBL model was more effective in scaffolding learning so that students recognize and practice postformal thinking dynamics and in facilitating self-reported student perceptions of increased course engagement and content relevance. We offer recommendations for implementing PBL in social science survey courses.
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Cahyono, Budi, Kartono Kartono, Budi Waluya, Mulyono Mulyono, and Rina Dwi Setyawati. "Problem-based learning supported by arguments scaffolding that affect critical thinking teacher candidates." Cypriot Journal of Educational Sciences 16, no. 6 (December 31, 2021): 2956–69. http://dx.doi.org/10.18844/cjes.v16i6.6480.
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This study aims to determine the effect of the PBL model with argumentation scaffolding on changes in the critical thinking of teacher candidates’ teachers in terms of personality type and gender. This research is quasi-experimental research with one group pretest-posttest design. 28 prospective teachers who take the algebraic structure course are the samples of this study. Critical thinking skills scores were analysed descriptively and statistically with normality test and paired t-test. The results showed that the application of PBL with argumentation scaffolding was effective in increasing the critical thinking of prospective teachers from the criteria of "less critical" to "critical enough" and the n-gain results were categorized as moderate when viewed from the aspect of personality type. and gender. The existence of differences in critical thinking that is influenced by gender and personality type is a research finding that must be considered to determine the learning model.
Keywords: Problem-based learning, gender, critical thinking, personality type
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Zhong, Cheng, and Keyi Lyu. "Scaffolding Junior Middle School Students’ Engagement in Online Project-based Learning During the COVID-19 Pandemic: A Case Study from East China." SAGE Open 12, no. 4 (October 2022): 215824402211318. http://dx.doi.org/10.1177/21582440221131815.
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During the COVID-19 pandemic, online learning has experienced increasing utilization and poses new challenges for schoolteachers to engage students. Project-based Learning (PBL) is widely acknowledged as an effective pedagogy for motivating and involving students. However, few studies have examined scaffolds that facilitate student engagement in the context of distance PBL. This mixed-method study was conducted with grade 7 teachers and students in a junior middle school in East China from March 2020 to April 2020. Qualitative analysis was employed in interviews with 2 teachers and 21 students. Quantitative analysis was used to visualize the self-reflection reports of 39 students. The findings suggest that the scaffolds of teacher direction, technology support, peer collaboration, and parental assistance play a significant role. In addition, specific scaffolding within the above categories was revealed. The results highlight the problem-oriented, methodological, and synthesized application of various scaffold(ing)s in engaging students and emphasize that scaffolding students emotionally is the core issue to support engagement for remote learning.
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Berenji, Sepideh. "Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem-Based Learning in an EFL Context." Education Research International 2021 (July 31, 2021): 1–9. http://dx.doi.org/10.1155/2021/6766793.
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Successful reading necessitates the application of metacognitive reading strategies, which have been proven to be effective in enhancing comprehension in EFL contexts. This quasiexperimental study, thus, aimed to implement a problem-based learning method (PBL) in an EFL instructional setting to investigate its effect on EFL learners’ metacognitive reading strategies awareness and use and their comprehension ability. Two groups of students at the elementary level, one experimental (N = 40) and one control (N = 40) were selected. Their homogeneity in English proficiency was probed by Key English Test (KET). The experimental group received PBL and the control group followed the explicit lecture-based teaching method. The two groups completed pre- and posttest of metacognitive awareness of reading strategies inventory (MARSI) and reading comprehension. The findings based on univariate analysis of covariance indicated that the experimental group had high metacognitive reading strategies awareness and enhanced their comprehension ability to a high extent. Practitioners should pay special attention to the PBL method in EFL contexts if they want to enhance metacognitive strategies awareness and cultivate effective reading.
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Ariyanti, Ariyanti. "PENERAPAN PENDEKATAN PROBLEM BASED LEARNING BERBASIS SCAFFOLDING UNTUK MENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SEKOLAH DASAR." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 3, no. 1 (February 27, 2020): 33. http://dx.doi.org/10.31258/jta.v3i1.33-45.
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Penelitian ini bertujuan untuk meningkatkan kemampuan komunikasi siswa melalui pemberian suatu eksperimen yaitu penerapan pendekatan problem based learning berbasis scaffolding pada siswa sekolah dasar. Desain penelitian menggunakan tipe Quasi-Experimental design dengan pre-posttest design. Penelitian ini dilaksanakan di 3 Sekolah Dasar yang terletak di Kota Bandung dengan jumlah kelas subyek penelitian terdiri dari 2 kelas yakni kelas eksperimen dan kelas kontrol. Kelas eksperimen pendapatkan pembelajaran dengan pendekatan problem based learning berbasis scaffolding dan kelas kontrol mendapatkan pembelajaran konvensional. Jumlah subyek sebanyak 191 siswa dengan perincian: di kelas eksperimen sebanyak 89 siswa dan kelas kontrol sebanyak 102 siswa yang masing-masing tersebar di 3 SD berbeda. Hasil penelitian menunjukkan bahwa terdapat peningkatan kemampuan komunikasi matematika setelah dilakukan PBL berbasis Scaffolding dibandingkan dengan siswa yang diajar dengan metode konvensional, dimana diperoleh nilai estimated marginal mean pada kelompok eksperimen lebih tinggi dibandingkan pada kelompok kontrol, yakni 0,318 > 0,124.
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Laili, Alik Mustafidal, and Eries Norma Yusmita. "PENGEMBANGAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN PENGUASAAN KONSEP MAHASISWA PGSD PADA MATAKULIAH PENDIDIKAN SAINS SD." INVENTA 2, no. 2 (October 6, 2018): 9–17. http://dx.doi.org/10.36456/inventa.2.2.a1644.
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Penelitian ini dilatarbelakangi oleh rendahnya penguasaan konsep mahasiswa pada matakuliah SAINS yang disebabkan adanya kelemahan pada sintak Problem Based Leaerning yang mengakibatkan proses pembelajaran pada matakuliah Pendidikan Sains SD kurang optimal. Cara untuk mengatasi kelemahan-kelemahan tersebut salah satunya dengan memasukkan unsur scaffolding ke dalam sintaks PBL. Penelitian ini bertujuan untuk mendeskripsikan kelayakan model Problem Based Leaerning berbasis procedural scaffolding. Penelitian ini menggunakan penelitian pengembangan dengan model 4-D yang terdiri dari tiga tahap yaitu tahap mengembangkan model Problem Based Learning, tahap validasi dan revisi, dan tahap uji coba dengan menggunakan rancangan one group pretest-posttest design. Teknik pengumpulan data menggunakan angket, validasi, pengamatan, dan tes. Teknik analisis data menggunakan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa: (1) Kelayakan perangkat pembelajaran yaitu RPS, RPP, dan LKS berscaffold, masing-masing diperoleh hasil 4,89; 4,72; dan 4,79 dengan kriteria valid, (2) Respons mahasiswa terhadap LKS berscaffold yaitu tampilan LKS dan isi LKS 82% menarik; penjelasan LKS 73% mudah dipahami; sedangkan gambar LKS 77% mudah dipahami dan (3) Respon positif mahasiswa terhadap pembelajaran Sains berbasis Procedural Scaffolding dengan model Problem Based Learning dengan nilai rata-rata 3,3. Kesimpulnnya model Problem Based Leaerning berbasis procedural scaffolding layak untuk digunakan.
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Evendi, Erpin, and Ni Nyoman Sri Putu Verawati. "Evaluation of Student Learning Outcomes in Problem-Based Learning: Study of Its Implementation and Reflection of Successful Factors." Jurnal Penelitian Pendidikan IPA 7, SpecialIssue (November 24, 2021): 69–76. http://dx.doi.org/10.29303/jppipa.v7ispecialissue.1099.
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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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Pyo, Si-Yeon. "The Effectiveness of Project-Based Learning on Basic Writing Classes in College." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 1 (January 15, 2023): 273–89. http://dx.doi.org/10.22251/jlcci.2023.23.1.273.
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Objectives This study aims to explore the effectiveness of PBL on basic writing courses in college with an introduction to a case study of PBL writing classes as an alternative to improve creative problem-solving ability with writing skills.
Methods For 243 university students in Gyenggi-do, PBL classes were operated for 7 weeks out of 15 weeks of basis writing courses non-face-to-face and face-to-face in the 2nd semester of 2021 and the 1st semester of 2022, respectively. With the detailed report of the class cases that carried out the two projects, the students' reflection journals, self-evaluation and peer evaluation, and the survey on the effectiveness of PBL classes, including the final lecture evaluation, were analyzed quantitatively and qualitatively.
Results As a result, almost all the students reported that they became to have a positive attitude toward writing through empirical learning by establishing an intimate cooperative relationship, recognizing problems to be solved in the context of their lives, and deriving solutions by connecting theory and practice while working on the projects. They also showed very high satisfaction with the PBL classes.
Conclusions As an alternative to lecture-style classes that can make students familiar with passive learning participation, PBL classes need to be highly considered because PBL is key to creating an organic learning community that fosters problem-solving and communication skills, which can be attained through various scaffolding strategies and multimedia tools that promote self-directed learning, communication, and collaboration.
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Rohana, Dewi, Sukasno Sukasno, and Lucy Asri Purwasi. "Model Problem Based Learning (PBL) dengan Teknik Scaffolding terhadap Kemampuan Pemecahan Masalah Matematika." Jurnal Pendidikan Matematika RAFA 5, no. 2 (December 31, 2019): 142–51. http://dx.doi.org/10.19109/jpmrafa.v5i2.4136.
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Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah matematika di SMP di Muara Beliti. Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah matematika siswa setelah implementasi model Problem Based Learning dengan teknik Scaffolding kelas VII SMP di Muara Beliti. Penelitian ini berbentuk eksperimen semu yang dilaksanakan tanpa adanya kelompok pembanding. Populasinya seluruh siswa kelas VII SMP di Muara Beliti yang berjumlah 310 siswa. Sebagai sampel adalah kelas VII.3 dengan 35 siswa yang di ambil secara acak. Pengumpulan data dilakukan dengan teknik tes berbentuk uraian. Data yang terkumpul dianalisis menggunakan uji-t pada taraf kepercayaan 0,05. Dari hasil analisis data dapat disimpulkan bahwa kemampuan pemecahan masalah matematika siswa kelas VII SMP di Muara Beliti setelah mengikuti model Problem Based Learning dalam kategori baik. Rata-rata nilai kemampuan pemecahan masalah setelah diberi perlakuan sebesar 72,11, persentase jumlah siswa dengan kategori baik dan sangat baik sebesar 82,86%.
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Lin, Lu-Fang. "Impacts of the Problem-based Learning Pedagogy on English Learners’ Reading Comprehension, Strategy Use, and Active Learning Attitudes." Journal of Education and Training Studies 5, no. 6 (May 7, 2017): 109. http://dx.doi.org/10.11114/jets.v5i6.2320.
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This study investigated whether an English reading course integrated with the problem-based learning approach could foster foreign language learners’ reading comprehension ability, strategy use, and their active learning attitudes. The pedagogy was featured with the small group scaffolding. Two intact English classes in a Taiwanese university were randomly assigned to the experimental and control treatment conditions. The experimental group received problem-based learning instruction, whereas the control group did not. The reading comprehension pre- and post-tests and the English active learning questionnaire were employed to collect the data. The Independent Samples t test yielded a significant difference between the 2 groups in the total score of the reading comprehension post-test, indicating that the PBL approach significantly improved the participants’ reading comprehension ability, and the PBL participants’ strategy use for identifying the subject matter and supportive details was better than that of their counterparts. The t-test results of the questionnaire showed that the PBL participants exhibited a significantly higher degree of active English learning attitude than the non-PBL participants in terms of motivation intensity and desire to learn English. There was a significantly positive correlation between reading comprehension ability and English learning attitude. Finally, instructional recommendations are presented.
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Zaini, Zaini. "Penyelesaian Project dan Pemberian Scaffolding dalam Pembelajaran Project Based Learning (PBL) Di Perguruan Tinggi." JSHP ( Jurnal Sosial Humaniora dan Pendidikan) 2, no. 2 (September 8, 2018): 162. http://dx.doi.org/10.32487/jshp.v2i2.488.
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Imandala, Iim, Rumi Li, and Agus Supriyadi. "Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)." International Journal of Education and Learning 1, no. 1 (June 1, 2019): 1–11. http://dx.doi.org/10.31763/ijele.v1i1.12.
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Problem-based learning (PBL) is learning where students build knowledge based on learning experiences to solve problems. This model generally is known by teachers around the world and successfully attracted many researchers. However, very limited study has been conducted to analyze this learning model using the typology of knowledge by Pollock and Cruz (1999). This paper analyzed the PBL model using Pollock and Cruz instrument. This study discovered that learning knowledge and facilities contributed to the success of the learning process. However, the internalism typology instrument recommends for the teacher to select and choose appropriate knowledge. Particularly in specific student experience and scaffolding in constructivism through identification and screening system. Another instrument is externalism typology, found that the absorbs of knowledge depends on the developmental age and group compositions, primarily, in first-third grade students. This instrument suggested that a teacher must be more active to be facilitator and mediator in the absorption of knowledge through the assimilation and accommodations mechanism.
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Jeong, Sangyun, Da-som Yang, Young Gi Hong, Sarah P. Mitchell, Matthew P. Brown, and Alex L. Kolodkin. "Varicose and cheerio collaborate with pebble to mediate semaphorin-1a reverse signaling in Drosophila." Proceedings of the National Academy of Sciences 114, no. 39 (September 11, 2017): E8254—E8263. http://dx.doi.org/10.1073/pnas.1713010114.
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The transmembrane semaphorin Sema-1a acts as both a ligand and a receptor to regulate axon–axon repulsion during neural development. Pebble (Pbl), a Rho guanine nucleotide exchange factor, mediates Sema-1a reverse signaling through association with the N-terminal region of the Sema-1a intracellular domain (ICD), resulting in cytoskeletal reorganization. Here, we uncover two additional Sema-1a interacting proteins, varicose (Vari) and cheerio (Cher), each with neuronal functions required for motor axon pathfinding. Vari is a member of the membrane-associated guanylate kinase (MAGUK) family of proteins, members of which can serve as scaffolds to organize signaling complexes. Cher is related to actin filament cross-linking proteins that regulate actin cytoskeleton dynamics. The PDZ domain binding motif found in the most C-terminal region of the Sema-1a ICD is necessary for interaction with Vari, but not Cher, indicative of distinct binding modalities. Pbl/Sema-1a–mediated repulsive guidance is potentiated by both vari and cher. Genetic analyses further suggest that scaffolding functions of Vari and Cher play an important role in Pbl-mediated Sema-1a reverse signaling. These results define intracellular components critical for signal transduction from the Sema-1a receptor to the cytoskeleton and provide insight into mechanisms underlying semaphorin-induced localized changes in cytoskeletal organization.
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Bae, Haesol, Krista Glazewski, Thomas Brush, and Kyungbin Kwon. "Fostering transfer of responsibility in the middle school PBL classroom: an investigation of soft scaffolding." Instructional Science 49, no. 3 (March 31, 2021): 337–63. http://dx.doi.org/10.1007/s11251-021-09539-4.
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Mohd-Yasin, Faisal. "Effective Strategies for Project-Based Learning of Practical Electronics." Electronics 10, no. 18 (September 13, 2021): 2245. http://dx.doi.org/10.3390/electronics10182245.
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Some universities offer specific project-based learning (PBL) courses in the third year of their electronic engineering degree to equip undergraduate students before they embark on industrial attachment and/or a capstone project. This course exposes those students to full design cycles at circuit and system levels. Students also pick up practical skills, such as component selection, circuit troubleshooting, printed circuit board design, and market analysis. This perspective offers the author’s reflections on effective learning and teaching strategies for this purpose, after running such a course for the past 10 years at Griffith University. In earlier years, students’ have complained about lack of direction and overloading, which are common issues being reported in PBL courses. In response, we have implemented scaffolding and balanced evaluation criteria for assessment, providing formative feedback, and we have designed integrated assessment items. As a result, average marks for the cohort and the percentage of students that receive the grade of high distinction have increased in the past five years. These strategies might be of help at other learning institutions that offer similar courses.
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Jeon, Hee-Jeong. "The Effects of Learner's Metacognition and Scaffolding Types on Problem Solving Process in Web-based PBL." Journal of the Korea Contents Association 7, no. 2 (February 28, 2007): 161–69. http://dx.doi.org/10.5392/jkca.2007.7.2.161.
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Sutisna, Eki, Novaliyosi Novaliyosi, Aan Hendrayana, and Anwar Mutaqin. "Systematic Literature Review: Adversity Quotient Dan Kemampuan Pemecahan Masalah Pada Pembelajaran Matematika." UNION: Jurnal Ilmiah Pendidikan Matematika 10, no. 2 (July 12, 2022): 253–67. http://dx.doi.org/10.30738/union.v10i2.12528.
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Penelitian ini bertujuan untuk mendeskripsikan pengaruh Adversity Quotient (AQ) dan hubungan antara AQ dan kemampuan pemecahan masalah pada pembelajaran matematika SMA/MA/SMK. Metode yang digunakan dalam penelitian ini adalah Systematic Literature Review (SLR). Langkah-langkah dalam penelitian ini meliputi: develop research questions; selection criteria; developing the search strategy; the study selection process; coding studies; appraising the quality studies; dan synthesis result. Dari hasil pencarian diperoleh 147 artikel, kemudian diperoleh 32 artikel yang memenuhi kriteria. Hasil dari penelitian ini menunjukkan model pembelajaran Argument Driven Inquiry, Problem Based Learning (PBL) bernuasa Etnomatika, PBL Berbantuan Scaffolding, Learning Cycle 7E disertai Mind Mapping, Thinking Aloud Pairs Problem Solving, Two Stay Two Stray dan Discovery Learning dapat menjadi rujukan dalam pembelajaran matematika karena memberikan pengaruh positif pada kemampuan siswa dalam pemahaman konsep matematis, kemampuan pemecahan masalah, berpikir kritis, berpikir kreatif, penalaran kreatif, prestasi belajar, kepercayaan diri, kemandirian belajar, dan motivasi berprestasi ditinjau dari AQ. Kemampuan pemecahan masalah siswa dapat dilihat dari beberapa tipe AQ. Siswa quitter adalah siswa yang mudah menyerah, siswa camper adalah siswa yang lebih cepat merasa puas dengan hasil yang ditemukan tanpa mengecek kembali hasil jawabannya dan siswa climber adalah siswa yang memiliki sifat pantang menyerah
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Hatchuel, Armand, Pascal Le Masson, and Benoit Weil. "Teaching innovative design reasoning: How concept–knowledge theory can help overcome fixation effects." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 25, no. 1 (February 2011): 77–92. http://dx.doi.org/10.1017/s089006041000048x.
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AbstractHow can we prepare engineering students to work collectively on innovative design issues, involving ill-defined, “wicked” problems? Recent works have emphasized the need for students to learn to combine divergent and convergent thinking in a collaborative, controlled manner. From this perspective, teaching must help them overcome four types of obstacles or “fixation effects” (FEs) that are found in the generation of alternatives, knowledge acquisition, collaborative creativity, and creativity processes. We begin by showing that teaching based on concept–knowledge (C-K) theory can help to manage FEs because it helps to clarify them and then to overcome them by providing means of action. We show that C-K theory can provide scaffolding to improve project-based learning (PBL), in what we call project-based critical learning (PBCL). PBCL helps students be critical and give due thought to the main issues in innovative design education: FEs. We illustrate the PBCL process with several cases and show precisely where the FEs appear and how students are able to overcome them. We conclude by discussing two main criteria of any teaching method, both of which are usually difficult to address in situations of innovative design teaching. First, can the method be evaluated? Second, is the chosen case “realistic” enough? We show that C-K-based PBCL can be rigorously evaluated by teachers, and we discuss the circumstances in which a C-K-based PBCL may or may not be realistic.
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Kelly, Orla, and James Lovatt. "A case study exploring students’ problem-solving strategies in a PBL chemistry task." New Directions in the Teaching of Physical Sciences, no. 8 (February 12, 2016): 38–42. http://dx.doi.org/10.29311/ndtps.v0i8.493.
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This paper shares the initial results of a small-scale research study which aimed to investigate the problem solving processes Year 1 undergraduate science students used while undertaking problem-based learning tasks in the chemistry laboratory. A qualitative case study, combining observation and semi-structured interviews, was used to explore learners’ experience of the problem-based learning (PBL) task. The literature on problem solving processes of experts generally places importance on domain specific knowledge, developed through experience, for the expert. This is of particular relevance to this study since the students have a range of different prior experiences in the ‘chemistry’ and ‘experimental/practical’ domains. Overall, it was shown that students revealed novice-like problem solving strategies and surface approaches to learning. However, one group revealed more expert-like characteristics, coupled with a deep approach, with this group successfully solving the problem. One implication of this study is that we need to be more aware of the learning approaches of our students, as well as their subject knowledge, as they enter into higher education through careful scaffolding of such problem-based task.
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Mironescu, Ion Dan. "An ADOxx Based Environment for Problem Based Learning in Manufacturing Systems Design." MATEC Web of Conferences 290 (2019): 14003. http://dx.doi.org/10.1051/matecconf/201929014003.
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The Problem Based Learning (PBL) as student centred approach and learning-by-doing method is suited for the modern higher education. However, the first contact with the method can be overwhelming for the students, in the absence of prior domain knowledge. The preparation of the learning material can be time and resource consuming for the teacher. The goal of the research was the implementation of an environment that should enhance the learning experience for the student and reduce the implementation burden for the teacher. The environment is based on the ADOxx platform and allows the collaboration of the learner teams and the teacher-learner interaction on three levels. The Metamodeling level supports the development of the domain-specific language used in the modelling of the manufacturing system; this activity stimulates and directs the gathering and consolidation of domain-specific knowledge. The modelling level allows the development of alternative design solution using models of the factory components. The Simulation level allows the analysis of these variants. The environment supports the teacher in developing instructional scaffolding and uses cases to ease the learners the first time contact with PBL. The functionality of the environment is presented using the case of designing a flexible food production line.
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Abdullah, Aznur Hajar, Tse Kian Neo, and Jing Hong Low. "Weak and strong ties and its connection to experts' problem-solving styles in scaffolding students' PBL activities on social media." F1000Research 10 (December 16, 2021): 1076. http://dx.doi.org/10.12688/f1000research.73210.2.
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Background: Studies have acknowledged that social media enables students to connect with and learn from experts from different ties available in the students’ personal learning environment (PLE). Incorporating experts into formal learning activities such as scaffolding problem-solving tasks through social media, allows students to understand how experts solve real-world problems. However, studies that evaluate experts’ problem-solving styles on social media in relation to the tie strength of the experts with the students are scarce in the extant literature. This study aimed to explore the problem-solving styles that the experts portrayed based on their ties with the students in problem-based learning (PBL) on Facebook. Methods: This study employed a simultaneous within-subject experimental design which was conducted in three closed Facebook groups with 12 final year management students, six business experts, and one instructor as the participants. The experts were invited by the students from the weak and strong ties in their PLE. Hinging on the Strength of Weak Ties Theory (Granovetter, 1973) and problem-solving styles (Selby et al., 2004), this study employed thematic analysis using the ATLAS.ti qualitative data analysis software to map the experts’ comments on Facebook. Results: The experts from strong and weak ties who had a prior relationship with the students showed people preference style by being more sensitive to the students' learning needs and demonstrating firmer scaffolding compared to the weak ties' experts who had no prior relationship with the students. Regardless of the types of ties, all experts applied all manner of processing information and orientation to change but the degree of its applications are correlated with the working experience of the experts. Conclusion: The use of weak or strong ties benefited the students as it expedited their problem-solving tasks since the experts have unique expertise to offer depending on the problem-solving styles that they exhibited.
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Abdullah, Aznur Hajar, Tse Kian Neo, and Jing Hong Low. "Weak and strong ties and its connection to experts' problem-solving styles in scaffolding students' PBL activities on social media." F1000Research 10 (October 25, 2021): 1076. http://dx.doi.org/10.12688/f1000research.73210.1.
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Background: Studies have acknowledged that social media enables students to connect with and learn from experts from different ties available in the students’ personal learning environment (PLE). The inclusion of experts in formal learning activities through social media such as in scaffolding problem-solving activities helps students see the practicality of experts’ thinking in solving real-world problems. However, studies that evaluate experts’ problem-solving styles and how these influence the experts' thinking process in delivering the know-how to students on social media based on the ties that the students have with the experts in social media are scarce in the extant literature. The study aimed to explore the problem-solving styles that the experts portrayed on Facebook based on their ties with the students. Methods: This study employed a simultaneous within-subject experimental design which was conducted in three closed Facebook groups with 12 final year management students, six business experts, and one instructor as the participants. The experts were invited by the students from the weak and strong ties in their PLE. Hinging on the Theory of Fluid and Crystallised intelligence and the Strength of Weak Ties Theory, this study employed thematic analysis using the ATLAS.ti qualitative data analysis software to map the experts’ comments on Facebook. Results: The use of strong ties in combination with weak ties balances out the negative aspects of the business experts’ problem-solving styles. All the experts used both fluid and crystallised intelligence in scaffolding the students’ learning; however, the degree of its usage correlated with the working experience of the experts. Conclusion: The use of weak or strong ties benefited the students as it expedited their problem-solving tasks since the experts have unique expertise to offer depending on the degree of their working experiences and the proximity of the students’ relationship with the experts.
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Safiruddin. "Implementasi Metode Scaffolding Melalui Pendekatan Problem Based Learning (PBL) Untuk Meningkatkan Kemampuan Berpikir Kritis Pada Mata Kuliah Fisika Statistik." Kappa Journal 2, no. 2 (December 30, 2018): 16. http://dx.doi.org/10.29408/kpj.v2i2.1210.
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Husna, Hijratul, Najmiatul Fajar, Diyyan Marneli, and M. Haviz. "Pengembangan Modul IPA Terintegrasi Al-Qur’an Berbasis Problem Based Learning (PBL) Dengan Strategi Scaffolding di MTsS Koto Tinggi-Pandai Sikek." Edusainstika: Jurnal Pembelajaran MIPA 2, no. 1 (July 30, 2022): 50. http://dx.doi.org/10.31958/je.v2i1.4432.
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Srikan, Parawee, Paitoon Pimdee, Punnee Leekitchwatana, and Akan Narabin. "A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 22 (November 19, 2021): 68. http://dx.doi.org/10.3991/ijim.v15i22.24963.
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The objective of this research was to develop a Problem-Based Learning (PBL) Model which used a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. Initially using a mixed-methods approach, a five-step model was conceptualized. Thereafter, a panel of five academic experts gave input into the model’s design from which the model was expanded to include six related learning environments. The instrument used in the research was a problem-based assessment form. Data collection was carried out utilizing group chats and analyzed using descriptive statistics including the mean and standard deviation. The results of the study revealed that the initial model contained five steps including (1) <em>problem identification</em>, (2), <em>problem analysis</em>, (3) <em>research</em>, (4) <em>presentations</em>, and (5) <em>summary and evaluation</em>, which is integrated into the model’s additional six learning environment elements. These six learning environments were (1) <em>problem-based</em>, (2) <em>resources,</em> (3) <em>cognitive tools</em>, (4) <em>collaboration</em>, (5) <em>scaffolding</em>, and finally, (6) <em>coaching</em>. When applying the proposed model and related environments, there was a consensus from the experts that the model had excellent suitability and can be used as a model for teaching and learning at the bachelor's degree level.
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Hidayat, Rahmad, and Fajar Susanto. "Developing Multi-Literacy Skills by Creating Graphic Story in Literature Class: A Project-Based Learning Approach." International Journal of Language Teaching and Education 4, no. 2 (December 31, 2020): 83–95. http://dx.doi.org/10.22437/ijolte.v4i2.12049.
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The research aims to develop multi-literacy skills by creating a literary graphic story as a creative and innovative way for English Department students in learning literature. By creating an adaptation from text to picture, students are expected to improve their ability to understand literary works and express their creative and innovative skills. This is a qualitative study implementing the Project-based Learning (PBL) approach in literature class, which aims to produce graphic stories as the output of studying literature. Students do not only understand the literary theories but also make something out of their understanding. The scaffolding instruction method was employed to examine practices of improving multiliteracy skills. A detailed action research plan, including preliminary observation in the classroom, action plan, intervention, and guiding, is applied. The investigation related to the barriers in doing the project is going to be conducted as well. Reader Response criticism is introduced to students in the reading and analyzing stage as a useful method to develop their critical thinking in evaluating the literary works they read. We argue that the students improve their reading skills, writing skills and producing graphic story stories based on their own interpretation of the literary text, which is proven by the summary and conversation texts they produce in the graphic stories. They also develop their creativity by producing images and pictures as the result of the literary adaptation process. There are two significant outcomes of the project: developing literary text understanding as well as producing the original graphic story.
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Papilaya, Pamella Mercy, and Prelly Marsell J. Tuapattinaya. "Problem-Based Learning dan Creative Thinking Skills Students Based on Local Wisdom in Maluku." AL-ISHLAH: Jurnal Pendidikan 14, no. 1 (April 10, 2022): 429–44. http://dx.doi.org/10.35445/alishlah.v14i1.1406.
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In learning conservation biology with online learning communities, lecturers usually guide their students through a discussion-based learning process. In theory, mixed learning can increase interaction in the learning environment. Effective learning is promoted through flexibility, enabling the use of various student learning styles. This study aimed to 1) describe students' creative thinking skills about local wisdom on small islands in Maluku; 2) know the differences in creative thinking skills of experimental class students (using problem-based learning and conventional classes on small islands in Maluku; and 3) knowing differences in students' creative thinking skills on the topic of different local wisdom in small islands in Maluku. This research used the development of 4D Model teaching materials, field lectures, and online-based discussions. The data were analyzed descriptively, and the level of development of the 4D model combined with the student's PBL was evaluated using the normalized N-Gain g, while the quantitative data were analyzed through the ANCOVA test. The research findings reveal that competitive and facilitator styles significantly mediated the relationship between technology user acceptance and mixed learning on students' creative thinking skills. One of the weaknesses found in this study was the geographical differences between the islands. The internet facilities owned by students were not evenly distributed, and the needs of media were various. Blended learning was somewhat challenging to be applied in optimal learning. Scaffolding was given to students to concentrate more on education and independent activities. According to students, problem-based learning, creative thinking, finding information, and writing reports were problem-solving features that contributed the most to student learning.
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Aspinall, Cassandra. "The Scaffolding of the Self." Perspectives in Biology and Medicine 47, no. 2 (2004): 169–72. http://dx.doi.org/10.1353/pbm.2004.0018.
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Klebba, Joseph E., Brian J. Galletta, Jonathan Nye, Karen M. Plevock, Daniel W. Buster, Natalie A. Hollingsworth, Kevin C. Slep, Nasser M. Rusan, and Gregory C. Rogers. "Two Polo-like kinase 4 binding domains in Asterless perform distinct roles in regulating kinase stability." Journal of Cell Biology 208, no. 4 (February 16, 2015): 401–14. http://dx.doi.org/10.1083/jcb.201410105.
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Plk4 (Polo-like kinase 4) and its binding partner Asterless (Asl) are essential, conserved centriole assembly factors that induce centriole amplification when overexpressed. Previous studies found that Asl acts as a scaffolding protein; its N terminus binds Plk4’s tandem Polo box cassette (PB1-PB2) and targets Plk4 to centrioles to initiate centriole duplication. However, how Asl overexpression drives centriole amplification is unknown. In this paper, we investigated the Asl–Plk4 interaction in Drosophila melanogaster cells. Surprisingly, the N-terminal region of Asl is not required for centriole duplication, but a previously unidentified Plk4-binding domain in the C terminus is required. Mechanistic analyses of the different Asl regions revealed that they act uniquely during the cell cycle: the Asl N terminus promotes Plk4 homodimerization and autophosphorylation during interphase, whereas the Asl C terminus stabilizes Plk4 during mitosis. Therefore, Asl affects Plk4 in multiple ways to regulate centriole duplication. Asl not only targets Plk4 to centrioles but also modulates Plk4 stability and activity, explaining the ability of overexpressed Asl to drive centriole amplification.
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Huet, Alexis, James F. Conway, Lucienne Letellier, and Pascale Boulanger. "In Vitro Assembly of the T=13 Procapsid of Bacteriophage T5 with Its Scaffolding Domain." Journal of Virology 84, no. 18 (June 23, 2010): 9350–58. http://dx.doi.org/10.1128/jvi.00942-10.
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ABSTRACT The Siphoviridae coliphage T5 differs from other members of this family by the size of its genome (121 kbp) and by its large icosahedral capsid (90 nm), which is organized with T=13 geometry. T5 does not encode a separate scaffolding protein, but its head protein, pb8, contains a 159-residue aminoterminal scaffolding domain (Δ domain) that is the mature capsid. We have deciphered the early events of T5 shell assembly starting from purified pb8 with its Δ domain (pb8p). The self assembly of pb8p is regulated by salt conditions and leads to structures with distinct morphologies. Expanded tubes are formed in the presence of NaCl, whereas Ca2+ promotes the association of pb8p into contracted tubes and procapsids. Procapsids display an angular organization and 20-nm-long internal radial structures identified as the Δ domain. The T5 head maturation protease pb11 specifically cleaves the Δ domain of contracted and expanded tubes. Ca2+ is not required for proteolytic activity but for the organization of the Δ domain. Taken together, these data indicate that pb8p carries all of the information in its primary sequence to assemble in vitro without the requirement of the portal and accessory proteins. Furthermore, Ca2+ plays a key role in introducing the conformational diversity that permits the formation of a stable procapsid. Phage T5 is the first example of a viral capsid consisting of quasi-equivalent hexamers and pentamers whose assembly can be carried out in vitro, starting from the major head protein with its scaffolding domain, and whose endpoint is an icosahedral T=13 particle.
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Fitriadi, Akhmad. "ANALYSIS METHOD OF GRADUAL CAST INSITU PROJECT COMPLETION OVERPASS PT. TALENTA BUMI MARABAHAN." CERUCUK 5, no. 2 (November 9, 2021): 105. http://dx.doi.org/10.20527/crc.v5i2.4316.
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Overpass project development Marabahan is a CSR (Corporate Social Responsibility) from PT. Talenta Bumi, namely making public care facilities for the security and facilitate road transport and to improve the welfare of society .This project Overpass consists of main bridge prestressed concrete girders with spans of 30 m and bridges using slab pile construction with a total length of 200 m. This study aims to determine the calculation method of the analysis of in situ casts gradually and to determine the method of implementation of the phased-situ cast on Marabahan Overpass project.Analysis of cast insitu method stages in the project completion Overpass PT. Marabahan Earth's talents will be obtained security calculations on the structure of the Overpass. Foundry work first is casting with cast in situ on the crown, after it's done casting method cast in situ stages at the slab to be divided into two stages, namely the first layer 20 cm (half slab) and the second layer 15 cm (top slab) using scaffolding as a scaffold and job formwork with main reinforcement ɸut 22-150 which gradually cast directly on the ground with the popularity chart Fc validation test cylinder '30 MPa and graphs coefficient of concrete strength PBI age 71. For loading on board, the work scaffolding (scaffolding) at the time of cast insitu gradually in the field wearing a scaffold with a heavy load capacity (heavy duty) has a maximum load of 675 kg/bay or 0.675 tons/m2, and using strong wooden scaffolding with wood class III based voltage PKKI 1961 timber permit.Based on the analysis results of calculations using the method of cast insitu gradually, by doing a test trial error with conditional on calculation of security moment of the plan should be greater than the moment of ultimate, then casting the first layer half slab in getting workable with the concrete less than one day the Fc '5 MPa and to stage a second layer using a comparison chart coefficient PBI age compressive strength, obtained Fc' 9.57 MPa to 1.5 days workmanship of the concrete casting. With the trial based on the test results of the concrete age, can accelerate and cut time jobs and can save the cost of the work, such as the cost of the use of formwork and scaffolding usage. suggestednecessary to test the concrete test cylinders for 1 day, 2 days, 3 days, etc,so that getting the maximum test.
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Wang, Yueqing, Jizhen Ma, Jun Wang, Si Chen, Huaisheng Wang, and Jintao Zhang. "Interfacial Scaffolding Preparation of Hierarchical PBA-Based Derivative Electrocatalysts for Efficient Water Splitting." Advanced Energy Materials 9, no. 5 (December 6, 2018): 1802939. http://dx.doi.org/10.1002/aenm.201802939.
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Park, Jooyoung. "Pre-Service Teachers’ Project-Based Instruction with Mathematics Problem-Solving." Education Sciences 12, no. 8 (August 2, 2022): 526. http://dx.doi.org/10.3390/educsci12080526.
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Project-Based Instruction (PBI) is prevalent in science classrooms, which focuses on real-world tasks as a vehicle for student learning. PBI can be a fitting instructional approach to enhance student mathematics problem-solving. This case study explored two pre-service secondary mathematics teachers’ PBI with mathematics problem-solving based on their intended and enacted lessons. Data sources were the pre-service teacher (PST)’s lesson plans and video-recorded classroom observations. Results from data analysis report that PSTs employed a wide range of heuristics in their lesson units and spent more time for facilitating student group work than other activities during the instructional time. The findings suggested that project-based design principles may encourage teachers to use problem-solving heuristics, especially for restating problems, using a model or diagram, and making suppositions. Furthermore, scaffolding with problem-solving heuristics can be enacted so that teachers keep students engaging and persevering in problem-solving toward reaching goals.
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Chang, Kyung-Hee, Amitava Sengupta, Ramesh C. Nayak, Angeles Duran, Sang Jun Lee, Ronald Pratt, Ashley Wellendorf, et al. "Sqstm1 Is Required to Retain Hematopoietic Stem Cell/ Progenitors As a Negative Regulator of Macrophage-Dependent Inflammatory Signaling in the Bone Marrow Osteoblastic Niche." Blood 124, no. 21 (December 6, 2014): 350. http://dx.doi.org/10.1182/blood.v124.21.350.350.
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Abstract In the bone marrow (BM), hematopoietic stem cells and progenitors (HSC/P) reside in specific anatomical niches. Among these niches, a functional osteoblast (Ob)-macrophage (MΦ) niche has been described where Ob and MΦ (so called "osteomacs") are in direct relationship. A connection between innate immunity surveillance and traffic of hematopoietic stem cells/progenitors (HSC/P) has been demonstrated but the regulatory signals that instruct immune regulation from MΦ and Ob on HSC/P circulation are unknown. The adaptor protein sequestosome 1 (Sqstm1), contains a Phox bemp1 (PB1) domain which regulates signal specificities through PB1-PB1 scaffolding and processes of autophagy. Using microenvironment and osteoblast-specific mice deficient in Sqstm1, we discovered that the deficiency of Sqstm1 results in macrophage contact-dependent activation of Ob IKK/NF-κB, in vitro and in vivo repression of Ccl4 (a CCR5 binding chemokine that has been shown to modulate microenvironment Cxcl12-mediated responses of HSC/P), HSC/P egress and deficient BM homing of wild-type HSC/P. Interestingly, while Ccl4 expression is practically undetectable in wild-type or Sqstm1-/- Ob, primary Ob co-cultured with wild-type BM-derived MΦ strongly upregulate Ccl4 expression, which returns to normal levels upon genetic deletion of Ob Sqstm1. We discovered that MΦ can activate an inflammatory pathway in wild-type Ob which include upregulation of activated focal adhesion kinase (p-FAK), IκB kinase (IKK), nuclear factor (NF)-κB and Ccl4 expression through direct cell-to-cell interaction. Sqstm1-/- Ob cocultured with MΦ strongly upregulated p-IKBα and NF-κB activity, downregulated Ccl4 expression and secretion and repressed osteogenesis. Forced expression of Sqstm1, but not of an oligomerization-deficient mutant, in Sqstm1-/- Ob restored normal levels of p-IKBα, NF-κB activity, Ccl4 expression and osteogenic differentiation, indicating that Sqstm1 dependent Ccl4 expression depends on localization to the autophagosome formation site. Finally, Ob Sqstm1 deficiency results in upregulation of Nbr1, a protein containing a PB1 interacting domain. Combined deficiency of Sqstm1 and Nbr1 rescues all in vivo and in vitro phenotypes of Sqstm1 deficiency related to osteogenesis and HSC/P egression in vivo. Together, this data indicated that Sqstm1 oligomerization and functional repression of its PB1 binding partner Nbr1 are required for Ob dependent Ccl4 production and HSC/P retention, resulting in a functional signaling network affecting at least three cell types. A functional ‘MΦ-Ob niche’ is required for HSC/P retention where Ob Sqstm1 is a negative regulator of MΦ dependent Ob NF-κB activation, Ob differentiation and BM HSC/P traffic to circulation. Disclosures Starczynowski: Celgene: Research Funding. Cancelas:Cerus Co: Research Funding; P2D Inc: Employment; Terumo BCT: Research Funding; Haemonetics Inc: Research Funding; MacoPharma LLC: Research Funding; Therapure Inc.: Consultancy, Research Funding; Biomedical Excellence for Safer Transfusion: Research Funding; New Health Sciences Inc: Consultancy.
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Zurbriggen, Eileen L. "Review: Nicola Gavey: Just Sex? The Cultural Scaffolding of Rape. London and New York: Routledge, 2005, 268 pp. £16.95, 9780415310727 (pbk), £45.00, ISBN 9780415310710 (hbk)." Feminism & Psychology 18, no. 3 (August 2008): 444–48. http://dx.doi.org/10.1177/09593535080180031806.
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Pan, Zilong, and Min Liu. "The Role of Adaptive Scaffolding System in Supporting Middle School Problem-Based Learning Activities." Journal of Educational Technology Systems, October 22, 2022, 004723952211338. http://dx.doi.org/10.1177/00472395221133855.
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This mixed-method study introduced an adaptive scaffolding system to support middle school science problem-based learning (PBL) activities. 298 6th-graders were grouped into three conditions, which are the adaptive scaffolding group, the non-adaptive scaffolding group, and a control group that did not receive any scaffoldings. Results showed that problem-solving self-efficacy for students who engaged with the adaptive scaffolding system had improved significantly compared to the other two groups. Moreover, since students were conducting the PBL activity under two modes (online and in-person), the results also showed that students in the online mode gained more science content knowledge compared to their peers in the in-person mode after engaging with the adaptive system. Student interviews revealed that the real-time supports and in-time feedback provided by the adaptive system were the key elements that facilitated their improvements, teacher interviews presented that the adaptive system provided effective assists for teachers to facilitate the PBL activities.
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Bae, Haesol, Kalani Craig, Fangli Xia, Yuxin Chen, and Cindy E. Hmelo-Silver. "Developing Historical Thinking in Large Lecture Classrooms Through PBL Inquiry Supported with Synergistic Scaffolding." Interdisciplinary Journal of Problem-Based Learning 15, no. 2 (December 26, 2021). http://dx.doi.org/10.14434/ijpbl.v15i2.28776.
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As PBL has gained popularity across disciplines, its move from small medical-school inquiry groups into large-class undergraduate inquiry has led to an increasing need to understand the elements of successful PBL implementations in large classrooms. In this study, we investigated how PBL was appropriated among students to develop historical thinking skills in a 96-person introductory undergraduate history survey course. The video analysis demonstrated that it was initially challenging for students to appropriate the routines and norms of PBL, but instructor interaction with both the students and representational tools in a large classroom provided multiple co-occurring and dynamic supports. This synergistic scaffolding structured around representational tools was instrumental in a semester-long intervention in which we supported student learning of historical thinking skills by encouraging appropriation of the activities that govern PBL. Keywords: PBL in large classrooms, history PBL, developing historical thinking skills, synergistic scaffolding, representation tools
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Balakrishnan, Nishant. "DEVELOPING A FRAMEWORK TO EVALUATE INDIVIDUAL LEARNING IN ENGINEERING DESIGN PROBLEMS – PART 1: TEACHING THROUGH SIMULACRA OF REAL-WORLD PROBLEMS." Proceedings of the Canadian Engineering Education Association (CEEA), November 1, 2019. http://dx.doi.org/10.24908/pceea.vi0.13768.
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In the context of teaching design, engineers often have a strong preference for problem-based learning because the skills they are trying to teach are intrinsic to the solving of design problems. The proliferation of problem-based learning (PBL) in capstone and now cornerstone engineering design courses is well supported by industry and faculty and the trend has been towards seeing more PBL in engineering design courses. This paper explores the basic selection of engineering design problems and presents a fairly simple dilemma: the skills that are required to solve a problem are not necessarily the skills that are taught by the problem if the problem is truly open-ended. This paper presents the idea of using engineering problems that are carefully constructed simulacra of real-world problems with built in scaffolding to create PBL experiences for students that are educationally complete and meaningful. This paper presents examples from two courses developed at the University of Manitoba based on this approach, outcomes of and responses to the course layout, and ideas for how this model can be extended to other courses or programs.
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Abdullah, Aznur Hajar, Tse Kian Neo, and Jing Hong Low. "Students’ Experience of Empowerment from Multiple Scaffolders in PBL on Facebook." Pertanika Journal of Social Sciences and Humanities 30, no. 3 (June 23, 2022). http://dx.doi.org/10.47836/pjssh.30.3.01.
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Scholars propose that students should be empowered when using social media in problem-based learning (PBL) as it is expected to provide positive learning experiences. Nonetheless, even though the use of social media has been described as empowering in PBL, not much research has measured students' experiences of the empowerment offered by multiple scaffolders through social media. In this study, 84 final-year undergraduate management students from a private university in Malaysia participated in a simultaneous within-subject experimental design to solve a business decision-making problem on Facebook. For eight weeks, multiple scaffolders, including an instructor, two business experts, and three to four peers, were present in each closed Facebook group. The students then answered a questionnaire following the PBL activity. Anchored on the Structural Empowerment (SE) Theory, this study evaluated the students’ perceptions of the SE provided by these scaffolders. Subsequently, the relationships among the scaffolders were measured. The results were analysed descriptively and inferentially. Overall, the students reported positive learning experiences but perceived that the instructor and peers provided more SE than the business experts. However, the business experts’ comments on the students' work and discussion points accelerated their problem-solving tasks. Furthermore, the SE provided by peers, instructors, and business experts correlated significantly, suggesting each scaffolder relied on each other when scaffolding. The findings indicate that all scaffolders, including the more experienced ones, should depend on the SE provided by other scaffolders to enable students to complete the complex business problem-solving tasks in PBL.