Littérature scientifique sur le sujet « Problem-based learning »
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Articles de revues sur le sujet "Problem-based learning"
Balykbaeva, G. T., A. S. Tapalova, G. M. Abyzbekova, Sh O. Espenbetova et K. Sh Arynova. « INORGANIC CHEMISTRY PROBLEM-BASED LEARNING ». Bulletin of the Korkyt Ata Kyzylorda University 58, no 3 (2021) : 63–73. http://dx.doi.org/10.52081/bkaku.2021.v58.i3.072.
Texte intégralYOSHIOKA, Toshimasa. « Problem-based learning (PBL) tutorial ». Igaku Toshokan 51, no 2 (2004) : 110–12. http://dx.doi.org/10.7142/igakutoshokan.51.110.
Texte intégralVentura, Michele Della. « Problem-Based Learning and e-Learning in Sound Recording ». International Journal of Information and Education Technology 4, no 5 (2014) : 426–29. http://dx.doi.org/10.7763/ijiet.2014.v4.443.
Texte intégralIkawati, 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 juillet 2020) : 1875–82. http://dx.doi.org/10.5373/jardcs/v12sp7/20202300.
Texte intégralEsema, David, Evi Susari et Daniel Kurniawan. « PROBLEM-BASED LEARNING ». Satya Widya 28, no 2 (5 décembre 2012) : 167. http://dx.doi.org/10.24246/j.sw.2012.v28.i2.p167-174.
Texte intégralAspy, David N., et Cheryl B. Aspy. « Problem Based Learning ». Journal of Invitational Theory and Practice 2, no 2 (11 février 2022) : 69–77. http://dx.doi.org/10.26522/jitp.v2i2.3759.
Texte intégralWood, Edward J. « Problem-based learning. » Acta Biochimica Polonica 51, no 2 (30 juin 2004) : XXI—XXVI. http://dx.doi.org/10.18388/abp.2004_3571.
Texte intégralSari, Dwi Rosita. « PROBLEM BASED LEARNING ». Lingual : Journal of Language and Culture 9, no 1 (31 mai 2020) : 39. http://dx.doi.org/10.24843/ljlc.2020.v09.i01.p07.
Texte intégralPhilipp, Robin. « Problem-based learning ». Occupational Medicine 44, no 5 (1994) : 267. http://dx.doi.org/10.1093/occmed/44.5.267.
Texte intégralBadeau, Kathleen A. « Problem-Based Learning ». Journal For Nurses in Staff Development (JNSD) 26, no 6 (novembre 2010) : 244–49. http://dx.doi.org/10.1097/nnd.0b013e31819b562c.
Texte intégralThèses sur le sujet "Problem-based learning"
Bryant, Pauline. « Communication in problem based learning ». Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/67757/.
Texte intégralPedaste, Margus. « Problem solving in web-based learning environment / ». Online version, 2006. http://dspace.utlib.ee/dspace/bitstream/10062/1213/5/pedastemargus.pdf.
Texte intégralDavid, Iuliana. « Road Traffic Safety Problem Based Learning Module ». Thesis, Linköping University, Department of Science and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14691.
Texte intégralRoad traffic safety has increasingly become in need of educated road safety professionals, as the number of accidents in the World Health Organization member countries exceeds one million. The profession itself is transitioning from experience based decision making to empirical, theoretical and mathematical based solutions. However, road traffic safety is a multidiscipline, crossing over many fields and requiring a high degree of communication between different institutions. There are very few institutions that provide programs in the field; furthermore, they employ traditional lecture-based teaching methods. The traditional teaching environment does not fulfill the educational needs of future traffic safety professionals due to its rigidity and lack of problem solving exercises.
An alternative method, namely problem based learning, is recommended as an alternative teaching method in this paper. The thesis is constructed in such a way as to develop a complete road traffic safety educational module at graduate and post graduate level.
The theoretical basis on which a road traffic safety module is later built is presented in the first part of the thesis. Major concepts in road traffic safety, as well as problem based learning methods are investigated. In addition, a literature review SWOT analysis based on literature is conducted.The module development consists of establishing the road traffic safety learning goals for each segment in the module, appropriate assessment criteria and group work format. The module contains gradual difficulty level problems, starting from the easiest topic and easiest format (closed ended problem) and ending with the hardest topic and hardest format (open ended problem).
The last section employs the SWOT analysis findings in the theoretical section to develop a SWOT analysis of the road traffic safety module presented in the thesis.
Iseri, Gokmen Selcen. « Effects Of Problem Based Learning On Students ». Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609414/index.pdf.
Texte intégralenvironmental attitude
specifically by the 3 dimensions as
general environmental awareness, general attitude toward solutions, and awareness of individual responsibility. The sample consisted of 95 7th grade students from a public elementary school in Nigde. Three classes instructed by the same science teacher are randomly assigned as control group and experimental groups. All the groups were taught the topic &ldquo
Why do ecosystems change?&rdquo
for four weeks. On the other hand, the control group was taught through TRD, one of the experimental groups was taught through PBL with a non local perspective, and the other experimental group was taught through PBL with a local perspective. Students in TRD group received an instruction based on teacher explanations and textbooks. On the other hand, the experimental groups dealt with ill- structured real life problems working in small groups. The problem of PBL1 group was selected as &ldquo
the declining environmental conditions of Manyas Lake&rdquo
and the problem of PBL2 group was selected as &ldquo
the declining v environmental conditions of Akkaya Dam in Nigde&rdquo
to create a non local / local difference between the experimental groups. Environmental Attitude Questionnaire (EAQ) was administered to all groups as pre-test to determine the prior environmental attitude. The worksheets, on the other hand, used by experimental groups in their group work were examined to reveal the quality of the process. After the treatment, EAQ was administered to all groups as a post-test to compare the effectiveness of PBL1, PBL2 and TRD on students&rsquo
environmental attitude. Analysis of covariance (ANCOVA) was performed to investigate the effect of traditionally designed EE, Problem Based designed EE, and Problem Based with a local perspective designed EE on students&rsquo
general environmental awareness, awareness of individual responsibility and general attitude toward solutions when students&rsquo
prior general environmental awareness, prior awareness of individual responsibility and prior general attitude toward solutions are controlled. The results of the study revealed that, students in PBL2 group had significantly more positive environmental attitudes in general environmental awareness and general attitude toward solutions dimensions than TRD group and in all three dimensions of the questionnaire than PBL1 group. Moreover, TRD group had significantly more positive attitude than PBL1 group in students&rsquo
awareness of individual responsibility determined after the treatment.
An, Yun-Jo. « Collaborative problem-based learning in online environments ». [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219913.
Texte intégral"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Charles Reigeluth.
Leary, Heather M. « Self-Directed Learning in Problem-Based Learning Versus Traditional Lecture-Based Learning : A Meta-Analysis ». DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1173.
Texte intégralWerth, Eric Paul. « Problem-Based Learning in Police Academies adult learning principles utilized by police trainers / ». Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Texte intégralAlharbi, Najwa. « The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory ». Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984143/.
Texte intégralAgbeh, Anthony. « PROBLEM-BASED LEARNING IN A HOSPITALITY AND TOURISM ». OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1057.
Texte intégralBurckhardt, Gustavo. « RPG (Roleplaying games) E PBL (Problem based learning) ». Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87046.
Texte intégralMade available in DSpace on 2012-10-21T13:51:35Z (GMT). No. of bitstreams: 1 224324.pdf: 2029980 bytes, checksum: 55cae55ad061a076412428d3f2b7e1e3 (MD5)
O ensino a distância cada vez mais está se firmando como um meio de ensino, sobretudo na sua modalidade de e-learning. Embora exista uma crescente capacidade dos computadores e da web na disseminação e acesso à informação, a metodologia de ensino-aprendizagem adotada ainda remete à similaridade com o processo formal e a relação professor-aluno de um ambiente presencial. Este fato limita a capacidade de aquisição e troca de conhecimento de comunidades virtuais. No caso de ensino isto torna-se um fator decisivo no sucesso da elaboração de uma estratégia via e-learning. O objetivo deste trabalho é especificar um modelo computacional de ensino-aprendizagem que redefine a relação aluno-professor em níveis compatíveis com a eficácia computacional das mídias e meios de comunicação. Para atingir tal objetivo, o modelo citado baseou-se nas premissas advindas das teorias de PBL e RPG. A prática do RPG é utilizada para desenvolver ambientes lúdicos que promovam a motivação, socialização e cooperação no modelo. O PBL fornece um marco teórico para centrar a aprendizagem, no ambiente lúdico, no indivíduo e no problema a ser resolvido. Aos efeitos de exemplificar o modelo proposto, são apresentados no trabalho três RPGs focados, respectivamente, na prevenção no uso de drogas, no treinamento de auditores ambientais, e na estratégia de ensino de diversos temas através de uma viagem no tempo. Distance Education each time more it is firming itself as a way of education, over all in its modality of e-learning. Although it exists an increasing capacity of the computers and web in the dissemination and access to the information, the methodology of teach-learning adopted still sends to the similarity with the formal process and the relation professor-pupil of an presencial environment. This fact limits the capacity of acquisition and exchange of knowledge of virtual communities. In the education case this becomes a decisive factor in the success of the elaboration of a strategy via e-learning. The objective of this work is to specify a computational model of teach-learning that redefines the relation pupil-professor in compatible levels with the computational effectiveness of the medias and communication medias. To reach such objective, the cited model was based on the premises of the theories of PBL and RPG. The practical one of the RPG is used to develop surrounding playful that promotes the motivation, socialization and cooperation in the model. The PBL supplies a theoretical landmark to center the learning, in the playful environment, the individual and the to be decided problem. To the effect of to exemplify the considered model, they are presented in the work three RPGs focused, respectively, in the prevention in the use of drugs, the training of ambient auditors, and in the strategy of education of diverse subjects through a trip in the time.
Livres sur le sujet "Problem-based learning"
Glen, Sally, et Kay Wilkie, dir. Problem-based Learning in Nursing. London : Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-333-98240-2.
Texte intégralE, Szalados James, Rehm Christina G et Society of Critical Care Medicine., dir. Adult problem-based learning discussions. Mount Prospect, IL : Society of Critical Care Medicine, 2007.
Trouver le texte intégralBridges, Edwin M. Problem-based learning for administrators. Eugene, OR : ERIC, 1992.
Trouver le texte intégral1946-, Rankin Jocelyn Anne, et Medical Library Association, dir. Handbook on problem-based learning. New York : Forbes Custom Pub., 1999.
Trouver le texte intégralSzalados, James E. Adult problem-based learning discussions. Sous la direction de Society of Critical Care Medicine. Mount Prospect, IL : Society of Critical Care Medicine, 2009.
Trouver le texte intégralS, Relvas Monica, Shanley Thomas P. 1963- et Society of Critical Care Medicine., dir. Pediatric problem-based learning discussions. Mount Prospect, Ill : Society of Critical Care Medicine, 2007.
Trouver le texte intégralUden, Lorna. Technology and problem-based learning. Hershey, PA : Information Science Pub., 2006.
Trouver le texte intégralEng, Chen Swee, et Australian Problem Based Learning Network., dir. Reflections on problem based learning. Campbelltown, N.S.W : Australian Problem Based Learning Network, 1994.
Trouver le texte intégralBohland, Mark A. Problem based learning : Mystery disease. San Luis Obispo, CA : Dandy Lion Publications, 2003.
Trouver le texte intégralH. J. M. van Berkel. Lessons from problem-based learning. Oxford : Oxford University Press, 2010.
Trouver le texte intégralChapitres de livres sur le sujet "Problem-based learning"
Stanley, Todd. « Problem-Based Learning ». Dans Authentic Learning, 69–77. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-8.
Texte intégralAlbanese, Mark A., et Laura C. Dast. « Problem-Based Learning ». Dans An Introduction to Medical Teaching, 57–68. Dordrecht : Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9066-6_5.
Texte intégralAlbanese, Mark A. « Problem-Based Learning ». Dans An Introduction to Medical Teaching, 41–53. Dordrecht : Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3641-4_4.
Texte intégralJonassen, David H., et Woei Hung. « Problem-Based Learning ». Dans Encyclopedia of the Sciences of Learning, 2687–90. Boston, MA : Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_210.
Texte intégralAlbanese, Mark A., et Laura C. Dast. « Problem-based learning ». Dans Understanding Medical Education, 61–79. Chichester, UK : John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch5.
Texte intégralMcComas, William F. « Problem Based Learning ». Dans The Language of Science Education, 76. Rotterdam : SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_66.
Texte intégralAlbanese, Mark A. « Problem-Based Learning ». Dans Understanding Medical Education, 37–52. Oxford, UK : Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.ch3.
Texte intégralPapageorgiou, Alexia, Peter McCrorie, Stelios Georgiades et Maria Perdikogianni. « Problem-Based Learning ». Dans Psychology for Psychologists, 19–33. London : Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137387653_2.
Texte intégralRothman, Arthur, et Gordon Page. « Problem-Based Learning ». Dans International Handbook of Research in Medical Education, 613–41. Dordrecht : Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_23.
Texte intégralLoyens, Sofie M. M., Paul A. Kirschner et Fred Paas. « Problem-based learning. » Dans APA educational psychology handbook, Vol 3 : Application to learning and teaching., 403–25. Washington : American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-016.
Texte intégralActes de conférences sur le sujet "Problem-based learning"
Valenzuela-Valdes, Juan Fco, et Marina Aragon-Romero. « Patented ! problem based learning ». Dans 2012 International Conference on Education and e-Learning Innovations (ICEELI 2012). IEEE, 2012. http://dx.doi.org/10.1109/iceeli.2012.6360611.
Texte intégralChernobilsky, Ellina, Anandi Nagarajan et Cindy E. Hmelo-Silver. « Problem-based learning online ». Dans th 2005 conference. Morristown, NJ, USA : Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149301.
Texte intégralPellegrini, Tony. « PROBLEM-BASED LEARNING : LEARNING BY DOING ». Dans International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0328.
Texte intégralBakhtegareyeva, Ch. « PROBLEM SOLVING TRAINING BASED ON PROBLEM LEARNING TECHNOLOGY. » Dans Modern problems of physics education. Baskir State University, 2021. http://dx.doi.org/10.33184/mppe-2021-11-10.108.
Texte intégralTriyanto, Triyanto, Suharno Suharno, Syarifatun Khodijah et Tita Wulandari. « Learning Motivation Strategy Through Problem-Based Learning ». Dans The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007110410361040.
Texte intégralPan, Zilong, Chenglu Li et Min Liu. « Learning Analytics Dashboard for Problem-based Learning ». Dans L@S '20 : Seventh (2020) ACM Conference on Learning @ Scale. New York, NY, USA : ACM, 2020. http://dx.doi.org/10.1145/3386527.3406751.
Texte intégralPurwanto, Edi, et Indah Pratiwi. « Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning ». Dans Health Science International Conference (HSIC 2017). Paris, France : Atlantis Press, 2017. http://dx.doi.org/10.2991/hsic-17.2017.64.
Texte intégralGonzalez, Leonardo. « The Problem-Based Learning Model ». Dans 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00042.
Texte intégralO'Kelly, Jackie, et J. Paul Gibson. « RoboCode & ; problem-based learning ». Dans the 11th annual SIGCSE conference. New York, New York, USA : ACM Press, 2006. http://dx.doi.org/10.1145/1140124.1140182.
Texte intégralKumar, Dinesh, et Pj Radcliffe. « Problem Based Learning for engineering ». Dans 2017 39th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2017. http://dx.doi.org/10.1109/embc.2017.8036754.
Texte intégralRapports d'organisations sur le sujet "Problem-based learning"
Forsythe, Frank. Problem-Based Learning. The Economics Network, octobre 2010. http://dx.doi.org/10.53593/n1164a.
Texte intégralTomasik, Rachel, et Bethany Smith. Problem-Based Learning Using HARP Instruction. Ames (Iowa) : Iowa State University. Library. Digital Press, janvier 2011. http://dx.doi.org/10.31274/ahac.8132.
Texte intégralWitham, Heather, et Andrew Mearman. Problem-Based Learning and Ecological Economics. Bristol, UK : The Economics Network, septembre 2008. http://dx.doi.org/10.53593/n595a.
Texte intégralVolpe, Guglielmo. Problem Based Learning tasks in Economic Growth. Bristol, UK : The Economics Network, octobre 2007. http://dx.doi.org/10.53593/n634a.
Texte intégralPierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK : The Economics Network, février 2001. http://dx.doi.org/10.53593/n614a.
Texte intégralForsythe, Frank P. Using Problem Based Learning (PBL) to Teach Economics. Bristol, UK : The Economics Network, octobre 2001. http://dx.doi.org/10.53593/n204a.
Texte intégralMcCausland, David. Promoting Problem-Solving Based Independent Learning in Macroeconomics. Bristol, UK : The Economics Network, avril 2001. http://dx.doi.org/10.53593/n589a.
Texte intégralMin, Seoha, et Jennifer Yurchisin. Problem Based Learning : Jeanswear Design for Rare Disease Day. Ames : Iowa State University, Digital Repository, novembre 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-84.
Texte intégralCianciolo, Anna T., Jeff Grover, William R. Bickley et David Manning. Problem-Based Learning : Instructor Characteristics, Competencies, and Professional Development. Fort Belvoir, VA : Defense Technical Information Center, janvier 2011. http://dx.doi.org/10.21236/ada535416.
Texte intégralPopovi, Zoran. Engage : A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA : Defense Technical Information Center, mai 2012. http://dx.doi.org/10.21236/ada562150.
Texte intégral