scholarly journals Problem Based Learning Opportunities Through Engineers Without Borders

2020 ◽  
Author(s):  
Beth Wittig
Keyword(s):  
Problem Based Learning ◽  
Learning Opportunities ◽  
Engineers Without Borders

Fusing Culturally Responsive Teaching, Place Conscious Education, and Problem-Based Learning With Mobile Technologies

2020 ◽  
pp. 1-14
Author(s):  
Nykela H. Jackson
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Local Community ◽  
Real Life ◽  
Problem Based Learning ◽  
Learning Opportunities ◽  
Mobile Technologies ◽  
Responsive Teaching ◽  
Practical Support ◽  
Life Issues

Students must be provided meaningful learning opportunities to employ content through active learning opportunities that capitalize their interests (mobile technologies), fuse real life issues (problems that they face in school or local community), and sustain their curiosity (creative learning experiences). Using mobile technologies for culturally responsive, problem based learning is a powerful and unique way to prepare students for the four C's: critical thinking, communication, collaboration, and creativity. This chapter provides theoretical and practical support of the innovative impact of using mobile technologies in student selected, problem focused learning.

Fusing Culturally Responsive Teaching, Place Conscious Education, and Problem-Based Learning With Mobile Technologies

2017 ◽  
pp. 288-306
Author(s):  
Nykela H. Jackson
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Local Community ◽  
Real Life ◽  
Problem Based Learning ◽  
Learning Opportunities ◽  
Mobile Technologies ◽  
Responsive Teaching ◽  
Practical Support ◽  
Life Issues

Students must be provided meaningful learning opportunities to employ content through active learning opportunities that capitalize their interests (mobile technologies), fuse real life issues (problems that they face in school or local community), and sustain their curiosity (creative learning experiences). Using mobile technologies for culturally responsive, problem based learning is a powerful and unique way to prepare students for the four C's: critical thinking, communication, collaboration, and creativity. This chapter provides theoretical and practical support of the innovative impact of using mobile technologies in student selected, problem focused learning.

A Problem-Based Curriculum: Parallel Learning Opportunities for Students and Teachers

1997 ◽  
Vol 20 (4) ◽  
pp. 363-379 ◽  
Author(s):  
Linda Neal Boyce ◽  
Joyce VanTassel-Baska ◽  
Jill D. Burruss ◽  
Beverly Taylor Sher ◽  
Dana T. Johnson
Keyword(s):  
Professional Development ◽  
Gifted Education ◽  
Science Curriculum ◽  
Problem Based Learning ◽  
Learning Opportunities ◽  
High Ability ◽  
Development Programs ◽  
Parallel Learning ◽  
Gifted Learners ◽  
Creative Problem

One of the curriculum development efforts of the Center for Gifted Education at the College of William and Mary has resulted in a problem-based learning (PBL) science curriculum for high-ability learners in grades kindergarten through eight. Professional development programs accompany the curriculum, which are designed to facilitate unit implementation and to enable educators to develop their own units. The purpose of this discussion is to analyze the use of problem-based learning as a catalyst for developing and implementing a curriculum that is both challenging and constructivist in its orientation. The authors compare problem-based learning with creative problem solving and inquiry, explain how metacognition is linked to the approach of problem-based learning, and describe the PBL-based inservice programs developed for teachers and administrators. Implications for implementing problem-based learning in classrooms for gifted learners conclude the discussion.

scholarly journals Self-Learning Skills and Problem-Based Learning in Medical Education: Case Study

2020 ◽  
Vol 9 (30) ◽  
pp. 50-59
Author(s):  
Naglaa Ali Moustaffa
Keyword(s):  
Learning Strategies ◽  
Problem Based Learning ◽  
Learning Opportunities ◽  
Learning Skills ◽  
Self Confidence ◽  
Assessment Of Learning ◽  
Evaluation Of Learning ◽  
The Impact ◽  
Self Learning

The present research aims to explore the impact of “problem-based learning” on “self-learning skills” of students in the College of Medicine, Prince Sattam Bin Abdulaziz University. We use analytical descriptive method and applied the scale of “self-learning skills” on the study sample including 114 students from Medicine College divided into two groups. The first group is consisted of 63 students from third and fourth levels who are taught through problem-based learning. The second group is comprised of 51 students from fifth and sixth levels who are taught through traditional methods. The results of the study have showed that statistically significant differences are found between the both groups and put problem-based learning is found superior over the traditional one. Moreover, we find that the effect degree of strategy on the self-learning skills is varied. The effects are found strong on skill-development of information management and implementation of learning strategies. While, moderate impacts are found on Attitude Towards Learning (ATL), Learning Responsibility )LR(, Motivation and Self-confidence (MS), ability to Plan Learning (PL), ability to Use Learning Opportunities (ULO), Assessment of Learning Process (ALP) and evaluation of learning of success/results.

scholarly journals COLLABORATIVE AND PROBLEM-BASED LEARNING IN PROMOTING INDONESIAN EFL LEARNERS’ LEARNING AUTONOMY

2021 ◽  
Vol 17 (2) ◽  
pp. 191
Author(s):  
Kristian Florensio Wijaya
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Learning Opportunities ◽  
Language Teachers ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Language Classroom ◽  
Teaching Learning

<p>There is an indispensable need for language teachers to promote a more specific breakthrough in diverse wide-ranging Indonesian EFL classroom contexts. One of the efficient teaching-learning strategies worthwhile to achieve this holistic educational major objectivity is to promote student-centered learning approaches in which all learners are capable of constructing a vast array of knowledge jointly with their trusted learning companions. Responding to the resurgence of this learning strategy, both collaborative and problem-based learning enterprises can potentially breed more proficient, critical, creative, and autonomous L2 academicians. These positive matters may be due to the considerable number of precious learning opportunities imparted for learners to enrich each other’s existent understanding in the light of meaningful sharing as well as intimate cooperative networking. This study was conducted by using a library approach to reveal the renewable findings out of the observed phenomenon. Thus, 30 collaborative along with problem-based learning studies conducted in Indonesian EFL learning contexts were overviewed in this study. Generally speaking, two specific major themes strongly suggested Indonesian EFL teachers incorporating collaborative and problem-based learning approaches in their multiverse second language classroom settings to promote more fruitful learning outcomes that suit learners’ real-time life experiences.</p><p><strong>BAHASA INDONESIA ABSTRACT</strong><strong>: </strong>Ada sebuah kebutuhan yang sangat krusial bagi para guru Bahasa untuk membawa sebuah terobosan yang spesifik di dalam keanekaragaman pembelajaran Bahasa Inggris konteks negara Indonesia. Salah satu dari strategi pembelajaran yang efektif untuk mewujudkan nilai holistik pendidikan ini adalah menerapkan metode pembelajaran berbasis <em>student-centered </em>dimana semua pelajar dapat memperkaya diri mereka dengan berbagai macam pengetahuan bersama-sama dengan rekan-rekan pembelajaran yang dipercaya. Berkenaan dengan kebangkitan dari strategi pembelajaran ini, pembelajaran berbasis kolaboratif serta pemecahan masalah berpeluang menghasilkan cendekiawan Bahasa kedua yang lebih cakap, kritis, kreatif, dan mandiri. Hal-hal positif dari pembelajaran ini barangkali disebabkan oleh banyaknya ketersediaan dari kesempatan belajar yang berharga ditujukan kepada para pelajar untuk memperkaya pemahaman mendasar mereka satu sama lainnya melalui <em>sharing</em> yang bermanfaat dan kerjasama kooperatif yang intim. Penelitian kualitatif ini menerapkan metode studi pustaka dengan meninjau hasil-hasil yang berarti dari 30 penelitian pembelajaran berbasis kolaboratif dan pemecahan masalah. Secara umum, 2 tema utama yang spesifik dengan kuat menganjurkan para guru Bahasa Inggris untuk menerapkan pembelajaran berbasis kolaboratif dan pemecahan masalah didalam konteks pembelajaran Bahasa Inggris yang beraneka ragam untuk mempromosikan pembelajaran yang lebih bermanfaat sesuai dengan konteks kehidupan sehari-hari para pelajar.</p>

Fusing Culturally Responsive Teaching, Place Conscious Education, and Problem-Based Learning With Mobile Technologies

2020 ◽  
pp. 666-679
Author(s):  
Nykela H. Jackson
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Local Community ◽  
Real Life ◽  
Problem Based Learning ◽  
Learning Opportunities ◽  
Mobile Technologies ◽  
Responsive Teaching ◽  
Practical Support ◽  
Life Issues

Students must be provided meaningful learning opportunities to employ content through active learning opportunities that capitalize their interests (mobile technologies), fuse real life issues (problems that they face in school or local community), and sustain their curiosity (creative learning experiences). Using mobile technologies for culturally responsive, problem based learning is a powerful and unique way to prepare students for the four C's: critical thinking, communication, collaboration, and creativity. This chapter provides theoretical and practical support of the innovative impact of using mobile technologies in student selected, problem focused learning.

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