Beyond problem-based learning: using dynamic PBL in chemistry

2015 ◽  
Vol 16 (2) ◽  
pp. 251-259 ◽  
Author(s):  
Tina L. Overton ◽  
Christopher A. Randles
Keyword(s):  
Sustainable Development ◽  
Real World ◽  
Dynamic Problem ◽  
Problem Based Learning ◽  
Learning Activity ◽  
First Year ◽  
Learning Approach ◽  
Data Sets ◽  
Transferable Skills ◽  
Real World Problems

This paper describes the development and implementation of a novel pedagogy, dynamic problem-based learning. The pedagogy utilises real-world problems that evolve throughout the problem-based learning activity and provide students with choice and different data sets. This new dynamic problem-based learning approach was utilised to teach sustainable development to first year chemistry undergraduates. Results indicate that the resources described here motivated students to learn about sustainability and successfully developed a range of transferable skills.

scholarly journals A Technique for Inspiring Scientific Inquiry Using a Creative Scenario

2017 ◽  
Vol 79 (8) ◽  
pp. 671-677 ◽  
Author(s):  
Cassandra M. Berry
Keyword(s):  
Real World ◽  
Scientific Inquiry ◽  
Interdisciplinary Collaboration ◽  
Testable Hypothesis ◽  
Learning Approach ◽  
Data Sets ◽  
Front End ◽  
Design Students ◽  
Creative Problem ◽  
Real World Problems

Teaching scientific inquiry in large interdisciplinary classes is a challenge. We describe a creative problem-based learning approach, using a motivational island crisis scenario, to inspire research design. Students were empowered to formulate their individual scientific inquiry and then guided to develop a testable hypothesis, aims, and objectives in designing a research proposal. Personalized data sets matched to the research objectives were provided to individual students for analysis and presentation. This technique helps students to gain critical insights into the global value of interdisciplinary collaboration toward solving complex real-world problems. Students learn the front end of research, how to formulate a line of scientific inquiry and design an innovative research project—both important skills for them as tomorrow's leaders and entrepreneurs.

scholarly journals THE PLANNING OF INTEGRATED STEM EDUCATION BASED ON STANDARDS AND CONTEXTUAL ISSUES OF SUSTAINABLE DEVELOPMENT GOALS (SDG)

2019 ◽  
Vol 4 (1) ◽  
pp. 300
Author(s):  
Loh Su Ling ◽  
Vincent Pang ◽  
Denis Lajium
Keyword(s):  
Sustainable Development ◽  
Stem Education ◽  
Real World ◽  
Sustainable Development Goals ◽  
After School ◽  
Curriculum Standards ◽  
Global Issues ◽  
Integrated Stem ◽  
Development Goals ◽  
Real World Problems

Two important features in Science Technology Engineering Mathematics (STEM) education are integration and solving real world problems.  Despite the efforts to promote STEM education awareness and interest among students and teachers, documented studies on how to explicitly integrate the existing STEM subjects curriculum standards in solving real world problems are limited. This paper describes the planning of after-school STEM education program focusing on relevant global issues related to Sustainable Development Goals (SDG) that integrates the existing curriculum standards of three STEM subject in the lower secondary level. The data collection is mainly through document analysis of the three individual STEM subjects’ standard documents and the planned curriculum map for the school, along with the document on ‘Education for Sustainable Development Goals Learning Objectives’.  Four possible design challenges were formulated based on the themes in SDG incorporating selected standards from the three STEM subjects as well as addition of a few new related concepts and skills.  The description offers a way to assist educators in planning similar STEM education lesson or programmes or activities through integration of the existing individual STEM disciplines curriculum standards for different level and context relevant to the students.   Keywords: Contextual problem solving, integration, standard-based, STEM education, Sustainable Development Goals (SDG). Cite as: Loh, S. L., Pang, V., & Lajium, D. (2019). The planning of integrated STEM education based on standards and contextual issues of Sustainable Development Goals (SDG). Journal of Nusantara Studies, 4(1), 300-315. http://dx.doi.org/10.24200/jonus.vol4iss1pp300-315

TESTING TIME-SERIES STATIONARITY AGAINST AN ALTERNATIVE WHOSE MEAN IS PERIODIC

2001 ◽  
Vol 5 (3) ◽  
pp. 380-412 ◽  
Author(s):  
Melvin A. Hinich ◽  
Phillip Wild
Keyword(s):  
Time Series ◽  
Fourier Transform ◽  
Real World ◽  
Null Hypothesis ◽  
Data Sets ◽  
Testing Time ◽  
Economic Data ◽  
The Mean ◽  
Important Form ◽  
Real World Problems

We develop a test of the null hypothesis that an observed time series is a realization of a strictly stationary random process. Our test is based on the result that the kth value of the discrete Fourier transform of a sample frame has a zero mean under the null hypothesis. The test that we develop will have considerable power against an important form of nonstationarity hitherto not considered in the mainstream econometric time-series literature, that is, where the mean of a time series is periodic with random variation in its periodic structure. The size and power properties of the test are investigated and its applicability to real-world problems is demonstrated by application to three economic data sets.

scholarly journals Sustainability Science: A Call to Collaborative Action

2013 ◽  
Vol 42 (1) ◽  
pp. 75-89 ◽  
Author(s):  
David D. Hart ◽  
Kathleen P. Bell
Keyword(s):  
Sustainable Development ◽  
Real World ◽  
Interdisciplinary Research ◽  
Sustainability Science ◽  
Economic Research ◽  
Collaborative Action ◽  
Recent Scholarship ◽  
Positive Experiences ◽  
The University ◽  
Real World Problems

Sustainability science is an emerging field directed at advancing sustainable development. Informed by recent scholarship and institutional experiments, we identify key roles for economists and encourage their greater participation in this research. Our call to collaborative action comes from positive experiences with the Sustainability Solutions Initiative based at the University of Maine, where economists collaborate with other experts and diverse stakeholders on real-world problems involving interactions between natural and human systems. We articulate a mutually beneficial setting where economists’ methods, skills, and norms add value to the problem-focused, interdisciplinary research of sustainability science and where resources, opportunities, and challenges from science bolster economic research specifically and land/sea grant institutions broadly.

scholarly journals Multi-View Multi-Label Learning with View-Specific Information Extraction

2019 ◽  
Author(s):  
Xuan Wu ◽  
Qing-Guo Chen ◽  
Yao Hu ◽  
Dengbao Wang ◽  
Xiaodong Chang ◽  
...  
Keyword(s):  
Information Extraction ◽  
Real World ◽  
State Of The Art ◽  
Specific Information ◽  
Learning Approach ◽  
Data Sets ◽  
Learning Approaches ◽  
Real World Data ◽  
Learning Techniques ◽  
Shared Information

Multi-view multi-label learning serves an important framework to learn from objects with diverse representations and rich semantics. Existing multi-view multi-label learning techniques focus on exploiting shared subspace for fusing multi-view representations, where helpful view-specific information for discriminative modeling is usually ignored. In this paper, a novel multi-view multi-label learning approach named SIMM is proposed which leverages shared subspace exploitation and view-specific information extraction. For shared subspace exploitation, SIMM jointly minimizes confusion adversarial loss and multi-label loss to utilize shared information from all views. For view-specific information extraction, SIMM enforces an orthogonal constraint w.r.t. the shared subspace to utilize view-specific discriminative information. Extensive experiments on real-world data sets clearly show the favorable performance of SIMM against other state-of-the-art multi-view multi-label learning approaches.

scholarly journals Motivational Design and Problem-Based Learning May Increase Student Engagement in Information Literacy Instruction Sessions

2017 ◽  
Vol 12 (4) ◽  
pp. 259 ◽  
Author(s):  
Ann Glusker
Keyword(s):  
Community College ◽  
Information Literacy ◽  
Real World ◽  
Problem Based Learning ◽  
Traditional Students ◽  
Learning Approach ◽  
Research Libraries ◽  
Motivational Design ◽  
Post Test ◽  
Non Traditional Students

A Review of: Roberts, L. (2017). Research in the real world: Improving adult learners web search and evaluation skills through motivational design and problem-based learning. College & Research Libraries, 78(4), 527-551. https://doi.org/10.5860/crl.78.4.527 Abstract Objective – To determine whether the use of the ARCS (Attention, Relevance, Confidence, and Satisfaction) Model of Motivational Design, combined with the Problem-Based Learning approach, improves the skills, confidence, and perception of workshop relevance among non-traditional students in information literacy sessions. Design – Experimental study, one group pre-test and post-test. Setting – Community college in Denver, Colorado, United States. Subjects – 41 community college students. Methods – A convenience sample of three community college student groups each attended an information literacy session. The session was constructed using principles and strategies outlined in the ARCS Model of Motivational Design and the Problem-Based Learning approach. Pre-test and post-test instruments were developed by the author after a literature review. The students were given the information literacy-related pretest before the session. After receiving instruction, the comparable posttest (with different literacy challenges) was administered. Main Results – A comparison of the pre-test and post-test results showed that there were increases in the students’ search skills; their confidence in their own search skills; and their perceptions of workshop relevance in relation to their needs and to real-world situations. Conclusion – This study focuses on the use of motivational design for information literacy instruction. It addresses a gap in the research literature, as it explicitly examines issues of concern regarding the instruction of non-traditional students. The conjunction of the ARCS Model and Problem-Based Learning is considered to be an effective strategy for improving learning and perceptual outcomes for non-traditional students in information literacy contexts. This is important because: 1) information literacy skills are a central aspect of successfully transitioning from the educational setting to the modern workplace; 2) increased confidence can enhance students’ sense of self-empowerment and self-efficacy, as well as decreasing “library anxiety”; and 3) establishing a sense of the personal relevance of information literacy engages students with tools that they can and will actually use in work and life situations. In addition, the author connects these findings to two other areas. One is the new ACRL (Association of College and Research Libraries) Framework for Information Literacy for Higher Education; the author notes that “threshold concepts”, defined by Roberts as “big picture ideas that are foundational to the field”, relate best to teaching techniques such as problem-based learning. The other is the concept of metacognition, which is an aspect of metaliteracy; the author states that the study’s information literacy session addressed three of four metaliteracy goals being considered. Future avenues of research and collaboration will include librarians working with learning scientists around the Framework content; finding new and engaging methods for teaching literacy concepts and assessing learning; incorporating metacognitive awareness into teaching and assessment; and specifically focusing on transferable skills and knowledge, in the service of preparing non-traditional students for the world of work.

Higher education: the best practices for fostering competences for sustainable development through the use of active learning methodologies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matilde Martínez Casanovas ◽  
Noemí Ruíz-Munzón ◽  
Marian Buil-Fabregá
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Active Learning ◽  
Case Studies ◽  
Real World ◽  
Problem Based Learning ◽  
Content Type ◽  
Research Findings ◽  
Development Goals ◽  
The Relationship

Purpose The purpose of this paper is to analyse which are the active learning methodologies, which had better contribute to acquiring competences for sustainable development (SD) in higher education. Design/methodology/approach Cluster analysis is used to define 252 students’ skills patterns and their perception of the different active learning methodologies conducted in class to promote SD. Findings The results show how different learning methodologies enhance SD, the quality assessment perception of students regarding the methodologies used in class and present real-world experiences, problem-based learning and case studies as the active learning methodologies that had better promote SD. Research limitations/implications The limitations of the study are that the results obtained are particular for one university and are not generalizable to other institutions and could vary depending on the degree and year of study of the group of student participants. Practical implications The research proposes to introduce active learning methodologies in general and real-world experiences, problem-based learning and case studies in particular, in education for sustainable development. Social implications These research findings could be used for those interested in applying active learning methodologies to foster the acquisition of SD competences to promote the 2030 Agenda for sustainable development goals. Originality/value This research study aims to shed light on the nascent stage of the relationship between pedagogical approaches used in higher education to develop sustainability competences.

scholarly journals DEVELOPING A FRAMEWORK TO EVALUATE INDIVIDUAL LEARNING IN ENGINEERING DESIGN PROBLEMS – PART 1: TEACHING THROUGH SIMULACRA OF REAL-WORLD PROBLEMS

2019 ◽  
Author(s):  
Nishant Balakrishnan
Keyword(s):  
Engineering Design ◽  
Real World ◽  
Problem Based Learning ◽  
Design Problems ◽  
Design Engineers ◽  
Engineering Design Problems ◽  
University Of Manitoba ◽  
The University ◽  
Selection Of ◽  
Real World Problems

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.

Assistant Tool for Instructors Teaching Computer Hardware with the PBL Theory

2011 ◽  
pp. 249-266
Author(s):  
Maiga Chang ◽  
Kun-Fa Cheng ◽  
Alex Chang ◽  
Ming-Wei Chen
Keyword(s):  
Learning Process ◽  
Real World ◽  
Problem Based Learning ◽  
Computer Hardware ◽  
Instructional Model ◽  
Web Based ◽  
Good Score ◽  
Key Terms ◽  
Real World Problems

Students often get a good score in written exams but fail to apply their knowledge when trying to solve real-world problems. This is applies particularly to computer hardware courses in which students are required to learn and memorize many key terms and definitions. Also, teachers often find it difficult to gauge students’ progress when teaching computer hardware fundamentals. These problems are related to the learning process, so it is necessary to find an appropriate instructional model to overcome these problems. This chapter describes a Web-based tool called the assistant tool, which is based on problem-based learning (PBL) theory and not only assists instructors in teaching computer hardware fundamentals but also overcomes the above-mentioned problems.

scholarly journals Undergraduates’ Interest Towards Learning Genetics Concepts Through Integrated Stemproblem Based Learning Approach

2020 ◽  
Vol 22 (12) ◽  
Author(s):  
Shamimah Parveen Abdul Rahim ◽  
◽  
Mohd Ali Samsudin ◽  
Mohd Erfy Ismail ◽  
Mohd Hasril Amiruddin ◽  
...  
Keyword(s):  
Higher Education ◽  
Problem Based Learning ◽  
First Year ◽  
Learning Approach ◽  
First Semester ◽  
Learning Module ◽  
Integrated Stem ◽  
And Mathematics ◽  
Based Instruction ◽  
Programs Of Study

Scientific and innovative society can be produced by giving priorities in Science, Technology, Engineering, and Mathematics (STEM) as emphasized by Malaysian Higher Education Blueprint (2015-2025). STEM need to be implemented at higher education because universities need to produce competent graduates to support economy growth and sustainable development. Learning STEM through Problem Based Learning might allow the undergraduates to become more enthusiastic when problem-based instruction is incorporated with STEM by implementing teamwork and problem-solving techniques to engage the first-year undergraduates fully with the learning. This study was conducted to investigate whether Integrated STEM Problem Based Learning module could enhance and retain the interest towards genetics concepts among first-year undergraduates. Topics in genetics was considered difficult not only to teach but also to learn. In this research, to overcome the genetic concepts learning difficulties, genetic related topics were chosen to introduce STEM through problem-based learning approach, which might help first-year undergraduates to acquire deep genetic content knowledge. This is very vital for the first-year undergraduates, as the knowledge gained in their first semester will be applied in the upcoming courses in their entire undergraduates’ programs of study. A Pre-Experimental research design with one group-posttest design was applied. A total of 50 participants who are first-year undergraduates from Faculty of Biology from one of the public universities in Malaysia were involved. The Genetics Interest Questionnaire used to study if the STEM Problem Based Learning module could enhance and retain the interest towards genetics concepts. The research has proven that Integrated STEM through problem-based learning approach could enhance and retains the interest in learning genetics concepts among first-year undergraduates.

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