Science.gov

Sample records for active learning problem

  1. Active Physics Problem Based Learning for High Schools

    NASA Astrophysics Data System (ADS)

    Eisenkraft, Arthur

    2006-12-01

    Active Physics bridges research and practice. This NSF supported curriculum project uses a 7E instructional model and a problem based learning approach. Students learn physics on a need to know basis as they construct solutions to challenges such as developing a sport that can be played on the moon, creating an appliance package for developing countries, designing a light and sound show, or building a museum exhibit. In addition to meeting the content requirements of an introductory physics course, there is also an emphasis on engineering design principles and on essential questions. The excitement and frustration of trying to bridge research and practice will be discussed.

  2. Nursing problem-based learning activity: song writing and singing.

    PubMed

    Chan, Zenobia C Y

    2014-08-01

    The function of song is not only to deliver individual's messages, but also to serve as a learning approach to facilitate students' learning. To observe the effectiveness of songs in facilitating students' learning, a Problem-based Learning (PBL) class with twenty students was divided into four groups with five students per group. Each group was asked to write a song based on two given scenarios, to sing the song out loud, and to participate in a follow-up focus group interview afterwards. The four songs reflected the students' understanding of academic knowledge and their perspectives toward the protagonists in the presented scenarios. Two songs are presented in this paper to demonstrate how the approach was carried out in the nursing PBL class. This paper aims to show the implication of song writing and singing in PBL and shed some light on teaching and learning. PMID:24560491

  3. Riding the Active Learning Wave: Problem-Based Learning as a Catalyst for Creating Faculty-Librarian Instructional Partnerships.

    ERIC Educational Resources Information Center

    Fosmire, Michael; Macklin, Alexius

    2002-01-01

    Discusses active learning as a technique to improve learning outcomes; describes the background and history of problem-based learning, explaining why information skills are an integral part; and relates the experiences of librarians at Purdue University in forming collaborations with subject faculty and in the development of problem-based learning…

  4. Developing Clinical Competency in Crisis Event Management: An Integrated Simulation Problem-Based Learning Activity

    ERIC Educational Resources Information Center

    Liaw, S. Y.; Chen, F. G.; Klainin, P.; Brammer, J.; O'Brien, A.; Samarasekera, D. D.

    2010-01-01

    This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session…

  5. Real Life Problem Solving: A Collaborative Learning Activity.

    ERIC Educational Resources Information Center

    Englander, Karen

    2002-01-01

    Suggests that classroom activities that emphasize interaction help students to use language. Interaction allows students to practice being effective speakers by developing two needed sets of skills: managing an interaction and negotiating meaning. Provides examples of problem solving activities for use in the language classroom. (Author/VWL)

  6. Using Problem-Based Pre-Class Activities to Prepare Students for In-Class Learning

    ERIC Educational Resources Information Center

    Alayont, Feryal

    2014-01-01

    This article presents a problem-based approach that prepares students for future learning in the classroom. In this approach, students complete problem-based activities before coming to class to familiarize themselves with the topics to be covered. After the discussion on how the use of these activities relate to the learning and transfer…

  7. "Sustainability on Earth" Webquests: Do They Qualify as Problem-Based Learning Activities?

    ERIC Educational Resources Information Center

    Leite, Laurinda; Dourado, Luís; Morgado, Sofia

    2015-01-01

    Information and communication technologies (ICT), namely the Internet, can play a valuable educational role in several school subjects, including science education. The same applies to problem-based learning (PBL), that is, a student-centered active learning methodology that can prepare students for lifelong learning. WebQuests (WQs) combine PBL…

  8. Microsituations as an Active-Learning Tool To Teach Endocrine Pharmacology and Problem-Solving Skills.

    ERIC Educational Resources Information Center

    Brandt, Barbara F.; Lubawy, William C.

    1998-01-01

    Microsituations teaching is a case-based, active learning tool developed from cognitive learning theory to teach problem-solving skills to large classes while conserving faculty and other resources. Since implementing this method in an endocrine pharmacology course at the University of Kentucky, student performance on problem-solving examinations…

  9. An Electronic Library-Based Learning Environment for Supporting Web-Based Problem-Solving Activities

    ERIC Educational Resources Information Center

    Tsai, Pei-Shan; Hwang, Gwo-Jen; Tsai, Chin-Chung; Hung, Chun-Ming; Huang, Iwen

    2012-01-01

    This study aims to develop an electronic library-based learning environment to support teachers in developing web-based problem-solving activities and analyzing the online problem-solving behaviors of students. Two experiments were performed in this study. In study 1, an experiment on 103 elementary and high school teachers (the learning activity…

  10. Problem-Based Learning Revisited, Introduction of Active and Self-Directed Learning to Reduce Fatigue among Students

    ERIC Educational Resources Information Center

    Czabanowska, Katarzyna; Moust, Jos H. C.; Meijer, Andre W. M.; Schroder-Back, Peter; Roebertsen, Herma

    2012-01-01

    Despite several years of successfully applying problem-based learning at Maastricht University, the Faculty of Medicine observed a slow erosion of problem-based practices and "PBL fatigue" among themselves and students. In response to this fatigue and new research into the development of the young adult brain, Active Self-Directed Learning was…

  11. A Proposal for Teaching Undergraduate Chemistry Students Carbohydrate Biochemistry by Problem-Based Learning Activities

    ERIC Educational Resources Information Center

    Figueira, Angela C. M.; Rocha, Joao B. T.

    2014-01-01

    This article presents a problem-based learning (PBL) approach to teaching elementary biochemistry to undergraduate students. The activity was based on "the foods we eat." It was used to engage students' curiosity and to initiate learning about a subject that could be used by the future teachers in the high school. The experimental…

  12. Problems of Scientific Research Activity in Institutions of Higher Learning

    ERIC Educational Resources Information Center

    Solodnikov, V. V.

    2008-01-01

    Under current conditions, the role played by scientific knowledge in all spheres of public life is rising substantially, and more and more attention is being paid to problems of the development and modernization of the Academy of Sciences. Not long ago, for example, there was wide response to the findings of a special study by S. Belanovskii on…

  13. Examination of Pre-Service Science Teachers' Activities Using Problem Based Learning Method

    ERIC Educational Resources Information Center

    Ekici, Didem Inel

    2016-01-01

    In this study, both the activities prepared by pre-service science teachers regarding the Problem Based Learning method and the pre-service science teachers' views regarding the method were examined before and after applying their activities in a real class environment. 69 pre-service science teachers studying in the 4th grade of the science…

  14. In the Service of Learning and Activism: Service Learning, Critical Pedagogy, and the Problem Solution Project

    ERIC Educational Resources Information Center

    Stenhouse, Vera L.; Jarrett, Olga S.

    2012-01-01

    To counteract disempowerment frequently experienced in education, in 2001 the authors initiated a "Problem Solution Project" (PSP) in the second year a two-year urban certification and Master's program. The PSP, designed to promote empowerment of first-year urban teachers and their students, involves both service learning. In 2004, the authors…

  15. Developing clinical competency in crisis event management: an integrated simulation problem-based learning activity.

    PubMed

    Liaw, S Y; Chen, F G; Klainin, P; Brammer, J; O'Brien, A; Samarasekera, D D

    2010-08-01

    This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session would be superior to those who completed the conventional problem-based session. The students were allocated into either simulation with problem-based discussion (SPBD) or problem-based discussion (PBD) for scenarios on respiratory and cardiac distress. Following completion of each scenario, students from both groups were invited to sit an optional individual test involving a systematic assessment and immediate management of a simulated patient facing a crisis event. A total of thirty students participated in the first post test related to a respiratory scenario and thirty-three participated in the second post test related to a cardiac scenario. Their clinical performances were scored using a checklist. Mean test scores for students completing the SPBD were significantly higher than those who completing the PBD for both the first post test (SPBD 20.08, PBD 18.19) and second post test (SPBD 27.56, PBD 23.07). Incorporation of simulation learning activities into problem-based discussion appeared to be an effective educational strategy for teaching nursing students to assess and manage crisis events. PMID:19916052

  16. Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving

    ERIC Educational Resources Information Center

    Ge, Xun; Yang, Yu Jin; Liao, Lihui; Wolfe, Erin G.

    2013-01-01

    This study explored students and instructors' perceptions and experience of technology affordances in an technology-enhanced Active Learning Classroom (ALC) to promote students' collaborative problem solving. Multiple case studies were conducted. Five classes of 92 students and five professors participated in this study. The data sources were…

  17. The Use of a Real Life Simulated Problem Based Learning Activity in a Corporate Environment

    ERIC Educational Resources Information Center

    Laurent, Mark A.

    2013-01-01

    This narrative study examines using a real life simulated problem base learning activity during education of clinical staff, which is expected to design and develop clinically correct electronic charting systems. Expertise in healthcare does not readily transcend to the realm of manipulating software to collect patient data that is pertinent to…

  18. Creative Multimodal Learning Environments and Blended Interaction for Problem-Based Activity in HCI Education

    ERIC Educational Resources Information Center

    Ioannou, Andri; Vasiliou, Christina; Zaphiris, Panayiotis; Arh, Tanja; Klobucar, Tomaž; Pipan, Matija

    2015-01-01

    This exploratory case study aims to examine how students benefit from a multimodal learning environment while they engage in collaborative problem-based activity in a Human Computer Interaction (HCI) university course. For 12 weeks, 30 students, in groups of 5-7 each, participated in weekly face-to-face meetings and online interactions.…

  19. Using Computers to Initiate Active Learning for Students with Severe Behavior Problems.

    ERIC Educational Resources Information Center

    Reganick, Karol A.

    1994-01-01

    Describes a desktop publishing project that uses computer-assisted instruction to engage students with severe behavioral problems in a more active learning environment. Topics discussed include the reinforcement from computers; benefits of computer-assisted instruction; hardware and software selection; staff training; evaluation; and future…

  20. Feedback during Active Learning: Elementary School Teachers' Beliefs and Perceived Problems

    ERIC Educational Resources Information Center

    van den Bergh, Linda; Ros, Anje; Beijaard, Douwe

    2013-01-01

    Giving feedback during active learning is an important, though difficult, task for teachers. In the present study, the problems elementary school teachers perceive and the beliefs they hold regarding this task were investigated. It appeared that teachers believe conditional teacher skills, especially time management, hinder them most from giving…

  1. "Sustainability On Earth" WebQuests: Do They Qualify as Problem-Based Learning Activities?

    NASA Astrophysics Data System (ADS)

    Leite, Laurinda; Dourado, Luís; Morgado, Sofia

    2015-02-01

    Information and communication technologies (ICT), namely the Internet, can play a valuable educational role in several school subjects, including science education. The same applies to problem-based learning (PBL), that is, a student-centered active learning methodology that can prepare students for lifelong learning. WebQuests (WQs) combine PBL and Internet use, and they can reduce the probability of having students surfing the Internet without any clear purpose. The objective of this paper is to investigate to what extent WQs available from Portuguese schools' and universities' websites, focusing on the "Sustainability on Earth" eighth-grade school science theme, are consistent with a PBL perspective. Results from content analysis of 92 WQs indicate that the WQs selected for this paper are rarely consistent with PBL requirements. Teachers should be both aware of this issue and ready to improve the WQs available before using them in their science classes so that greater educational advantage can be generated from this powerful tool.

  2. Enhanced Student Learning with Problem Based Learning

    ERIC Educational Resources Information Center

    Hollenbeck, James

    2008-01-01

    Science educators define a learning environment in which the problem drives the learning as problem based learning (PBL). Problem based learning can be a learning methodology/process or a curriculum based on its application by the teacher. This paper discusses the basic premise of Problem base learning and successful applications of such learning.…

  3. Active learning in a large-enrollment introductory biology class: Problem solving, formative feedback, and teaching as learning

    NASA Astrophysics Data System (ADS)

    Robison, Diane F.

    The purpose of this study was to take a case study approach to exploring student learning experiences in a large enrollment introductory biology class. Traditionally such classes are taught through the lecture method with limited instructor-student interaction and minimal student-centered learning (Lewis & Woodward, 1984; Wulff, Nyqst, & Abbott, 1987). Biology 120 taught at Brigham Young University winter semester 2006 by John Bell was chosen as the case for the study due to its large enrollment (263) and its innovative pedagogy. In the classroom, students applied their learning through a variety of student-centered activities including solving problems, discussing concepts with peers, drawing diagrams, and voting. Outside of the classroom students were assigned, in addition to reading from the textbook and homework problems, to teach each week's concepts to another student. Formative feedback was emphasized in classroom activities and through a unique assessment system. Students took self-graded weekly assessments designed to provide regular and timely feedback on their performance. The only traditionally-graded assessment was the final exam. Students were expected to understand, apply, and think analytically with their knowledge and this was reflected in the assessment items. Student learning, as measured by a pretest and a posttest, increased from an average of 44% correct to 77% correct on a set of 22 items common to both tests. Responses to pre and post-surveys indicated that students increased in their orientation towards understanding as apposed to grades during the course. Qualitative data suggested that during the course many students deepened their learning approach and increased in feelings of personal control over their learning.

  4. Problem-Based Learning

    ERIC Educational Resources Information Center

    Allen, Deborah E.; Donham, Richard S.; Bernhardt, Stephen A.

    2011-01-01

    In problem-based learning (PBL), students working in collaborative groups learn by resolving complex, realistic problems under the guidance of faculty. There is some evidence of PBL effectiveness in medical school settings where it began, and there are numerous accounts of PBL implementation in various undergraduate contexts, replete with…

  5. Case-Based Learning in Virtual Groups--Collaborative Problem Solving Activities and Learning Outcomes in a Virtual Professional Training Course

    ERIC Educational Resources Information Center

    Kopp, Birgitta; Hasenbein, Melanie; Mandl, Heinz

    2014-01-01

    This article analyzes the collaborative problem solving activities and learning outcomes of five groups that worked on two different complex cases in a virtual professional training course. In this asynchronous virtual learning environment, all knowledge management content was delivered virtually and collaboration took place through forums. To…

  6. Problem Based Learning in Metaverse

    ERIC Educational Resources Information Center

    Barry, Dana M.; Kanematsu, Hideyuki; Fukumura, Yoshimi

    2010-01-01

    Problem Based Learning (PBL) is a powerful tool for both science and engineering education in the real world. Therefore, Japanese educators/researchers (with assistance from a US educator) carried out a pilot study to determine the effectiveness of using PBL activities in Metaverse. Their project was carried out by student teams from the US and…

  7. Problem Based Learning in Science

    ERIC Educational Resources Information Center

    Pepper, Coral

    2009-01-01

    Problem based learning (PBL) is a recognised teaching and learning strategy used to engage students in deep rather than surface learning. It is also viewed as a successful strategy to align university courses with the real life professional work students are expected to undertake on graduation (Biggs, 2003). Problem based learning is practised…

  8. Active learning for solving the incomplete data problem in facial age classification by the furthest nearest-neighbor criterion.

    PubMed

    Wang, Jian-Gang; Sung, Eric; Yau, Wei-Yun

    2011-07-01

    Facial age classification is an approach to classify face images into one of several predefined age groups. One of the difficulties in applying learning techniques to the age classification problem is the large amount of labeled training data required. Acquiring such training data is very costly in terms of age progress, privacy, human time, and effort. Although unlabeled face images can be obtained easily, it would be expensive to manually label them on a large scale and getting the ground truth. The frugal selection of the unlabeled data for labeling to quickly reach high classification performance with minimal labeling efforts is a challenging problem. In this paper, we present an active learning approach based on an online incremental bilateral two-dimension linear discriminant analysis (IB2DLDA) which initially learns from a small pool of labeled data and then iteratively selects the most informative samples from the unlabeled set to increasingly improve the classifier. Specifically, we propose a novel data selection criterion called the furthest nearest-neighbor (FNN) that generalizes the margin-based uncertainty to the multiclass case and which is easy to compute, so that the proposed active learning algorithm can handle a large number of classes and large data sizes efficiently. Empirical experiments on FG-NET and Morph databases together with a large unlabeled data set for age categorization problems show that the proposed approach can achieve results comparable or even outperform a conventionally trained active classifier that requires much more labeling effort. Our IB2DLDA-FNN algorithm can achieve similar results much faster than random selection and with fewer samples for age categorization. It also can achieve comparable results with active SVM but is much faster than active SVM in terms of training because kernel methods are not needed. The results on the face recognition database and palmprint/palm vein database showed that our approach can handle

  9. Bringing meteorology ``alive`` through the use of immersion-based learning activities that emphasize role playing and problem solving

    SciTech Connect

    Glantz, C.S.; Estes, J.C.; Andrews, G.L.

    1993-07-01

    Current research and emerging standards in teaching and learning say that students learning best when information is presented in a meaningful context and when the students are involved in things they care about. At the US Department of Energy`s (DOE) Pacific Northwest Laboratory (PNL), science education programs have been developed that incorporate these concepts. To help students and teachers understand the process of ``doing`` science, we provide immersion-based programs in such technical areas as meteorology, marine sciences, wetland ecology, groundwater hydrology, robotics, lasers materials science, biology, and archaeology. This paper focuses on a meteorology program the authors developed in recent years to support this immersion experience approach. We will discuss how we link meteorology with other subject matter, how we show the relevance of meteorology to real-world problems, and how we immerse student`s and teachers in activities that help them understand how scientists uncover knowledge and solve problems.

  10. Learning Problems & Learning Disabilities: Moving Forward.

    ERIC Educational Resources Information Center

    Adelman, Howard S.; Taylor, Linda

    This book offers an overview and a context for understanding learning disabilities in a regular education setting. An initial section offers perspectives for understanding the nature and scope of learning problems and learning disabilities. An overview of intervention is then presented, exploring each phase of the process, the types of programs…

  11. Problem-Based Learning Tools

    ERIC Educational Resources Information Center

    Chin, Christine; Chia, Li-Gek

    2008-01-01

    One way of implementing project-based science (PBS) is to use problem-based learning (PBL), in which students formulate their own problems. These problems are often ill-structured, mirroring complex real-life problems where data are often messy and inclusive. In this article, the authors describe how they used PBL in a ninth-grade biology class in…

  12. Problem Order Implications for Learning

    ERIC Educational Resources Information Center

    Li, Nan; Cohen, William W.; Koedinger, Kenneth R.

    2013-01-01

    The order of problems presented to students is an important variable that affects learning effectiveness. Previous studies have shown that solving problems in a blocked order, in which all problems of one type are completed before the student is switched to the next problem type, results in less effective performance than does solving the problems…

  13. Problem Based Learning: Mystery Disease.

    ERIC Educational Resources Information Center

    Bohland, Mark A.

    This guide features a problem-based learning (PBL) unit specifically designed for student-centered learning of new and meaningful content on diseases. Students grapple with a complex and changing problem that requires higher level thinking skills in an environment in which students work both individually and in collaboration with others. Includes…

  14. An Evaluation of Resource Development and Dissemination Activities Designed to Promote Problem-Based Learning at the University of Ulster

    ERIC Educational Resources Information Center

    Hack, Catherine; McKillop, Aine; Sweetman, Sandra; McCormack, Jacqueline

    2015-01-01

    The transition from traditional instruction to a problem-based approach to learning requires many changes for educators and for students. The aim of this project was to develop an online problem-based learning (PBL) resource centre to provide academic staff from across the University with support in incorporating PBL in their curriculum design.…

  15. Optimism in Active Learning

    PubMed Central

    Collet, Timothé; Pietquin, Olivier

    2015-01-01

    Active learning is the problem of interactively constructing the training set used in classification in order to reduce its size. It would ideally successively add the instance-label pair that decreases the classification error most. However, the effect of the addition of a pair is not known in advance. It can still be estimated with the pairs already in the training set. The online minimization of the classification error involves a tradeoff between exploration and exploitation. This is a common problem in machine learning for which multiarmed bandit, using the approach of Optimism int the Face of Uncertainty, has proven very efficient these last years. This paper introduces three algorithms for the active learning problem in classification using Optimism in the Face of Uncertainty. Experiments lead on built-in problems and real world datasets demonstrate that they compare positively to state-of-the-art methods. PMID:26681934

  16. Beyond Problem-Based Learning: Using Dynamic PBL in Chemistry

    ERIC Educational Resources Information Center

    Overton, Tina L.; Randles, Christopher A.

    2015-01-01

    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…

  17. How Cognitive Styles Affect the Learning Behaviors of Online Problem-Solving Based Discussion Activity: A Lag Sequential Analysis

    ERIC Educational Resources Information Center

    Wu, Sheng-Yi; Hou, Huei-Tse

    2015-01-01

    Cognitive styles play an important role in influencing the learning process, but to date no relevant study has been conducted using lag sequential analysis to assess knowledge construction learning patterns based on different cognitive styles in computer-supported collaborative learning activities in online collaborative discussions. This study…

  18. Types of Learning Problems

    MedlinePlus

    ... words, whereas motor clumsiness or defective visual-spatial perception affects only handwriting, not spelling. Dyscalculia Dyscalculia is ... related to memory, problem solving skills, logical thought, perception and attention span. Like parents of other adolescents ...

  19. Students' Perceptions of Problem-Based Learning

    ERIC Educational Resources Information Center

    Kumar, Muthu; Kogut, Galyna

    2006-01-01

    Problem-based learning has in recent times aroused keen curiosity due to its pedagogical orientation of facilitating students' active construction of knowledge. As a curriculum model it is designed based upon the solving of either simulated or real-life problems that generally tend to be ill-structured and open-ended. In such a model students are…

  20. Behavior Problems in Learning Activities and Social Interactions in Head Start Classrooms and Early Reading, Mathematics, and Approaches to Learning

    ERIC Educational Resources Information Center

    Bulotsky-Shearer, Rebecca J.; Fernandez, Veronica; Dominguez, Ximena; Rouse, Heather L.

    2011-01-01

    Relations between early problem behavior in preschool classrooms and a comprehensive set of school readiness outcomes were examined for a stratified random sample (N = 256) of 4-year-old children enrolled in a large, urban school district Head Start program. A series of multilevel models examined the unique contribution of early problem behavior…

  1. Problem Solving, Scaffolding and Learning

    ERIC Educational Resources Information Center

    Lin, Shih-Yin

    2012-01-01

    Helping students to construct robust understanding of physics concepts and develop good solving skills is a central goal in many physics classrooms. This thesis examine students' problem solving abilities from different perspectives and explores strategies to scaffold students' learning. In studies involving analogical problem solving…

  2. Learning through Problem Solving.

    ERIC Educational Resources Information Center

    Murray, Hanlie; Olivier, Alwyn; Human, Piet

    After conducting several studies on young students' understanding of particular concepts before, during, and after instruction, this paper focuses on the two small scale and several informal teaching experiments based on the idea that the teacher should pose problems to students for which they do not yet have a routine solution method available,…

  3. Problems of Democracy for Secondary Schools. Learning Materials and Activities: Electives, Alternatives, Mini-Courses.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    This social studies curriculum bulletin is intended as a resource for teachers in grades 7-12. Social studies units are provided to teach students to cope with conflict, resolve issues, and bring about orderly social change. Seven problems are developed in detail: 1) the nature of democracy and role of the individual; 2) the challenge of urban…

  4. Ecological Problem-Based Learning: An Environmental Consulting Task

    ERIC Educational Resources Information Center

    Tessier, Jack T.

    2004-01-01

    Problem-based learning is becoming a popular and effective approach in Science, as it touted as an effective way to promote active learning and encourage students to develop life long learning skills. The problem-based learning could easily be adapted to the high school level and used as long-term project for a biology laboratory.

  5. Uniting Active and Deep Learning to Teach Problem-Solving Skills: Strategic Tools and the Learning Spiral

    ERIC Educational Resources Information Center

    Diamond, Nina; Koernig, Stephen K.; Iqbal, Zafar

    2008-01-01

    This article describes an innovative strategic tools course designed to enhance the problem-solving skills of marketing majors. The course serves as a means of preparing students to capitalize on opportunities afforded by a case-based capstone course and to better meet the needs and expectations of prospective employers. The course format utilizes…

  6. Internationalisation of the Chemistry Curriculum: Two Problem-Based Learning Activities for Undergraduate Chemists

    ERIC Educational Resources Information Center

    Overton, Tina L.; Bradley, John S.

    2010-01-01

    In this paper we describe the development and evaluation of two activities for delivery in first year B.Sc. and M.Chem. degree courses, in which we introduced an international context representing either a linguistic or a cultural modification to the previously developed case studies. The case studies focus on an industrial and an environmental…

  7. The Problem of Bicultural Learning

    ERIC Educational Resources Information Center

    Conkright, Tom D.

    1975-01-01

    Discusses concerns about the conceptualization of the problems and potential benefits related to the bicultural learning situation. Presents ideas for helping to build a conceptual framework to tackle the questions posed. [Available from CAE, 1703 New Hampshire Avenue, N.W., Washington, D.C. 20009]. (Author/AM)

  8. Assessing the Quality of Problems in Problem-Based Learning

    ERIC Educational Resources Information Center

    Sockalingam, Nachamma; Rotgans, Jerome; Schmidt, Henk

    2012-01-01

    This study evaluated the construct validity and reliability of a newly devised 32-item problem quality rating scale intended to measure the quality of problems in problem-based learning. The rating scale measured the following five characteristics of problems: the extent to which the problem (1) leads to learning objectives, (2) is familiar, (3)…

  9. Active Learning with Irrelevant Examples

    NASA Technical Reports Server (NTRS)

    Mazzoni, Dominic; Wagstaff, Kiri L.; Burl, Michael

    2006-01-01

    Active learning algorithms attempt to accelerate the learning process by requesting labels for the most informative items first. In real-world problems, however, there may exist unlabeled items that are irrelevant to the user's classification goals. Queries about these points slow down learning because they provide no information about the problem of interest. We have observed that when irrelevant items are present, active learning can perform worse than random selection, requiring more time (queries) to achieve the same level of accuracy. Therefore, we propose a novel approach, Relevance Bias, in which the active learner combines its default selection heuristic with the output of a simultaneously trained relevance classifier to favor items that are likely to be both informative and relevant. In our experiments on a real-world problem and two benchmark datasets, the Relevance Bias approach significantly improved the learning rate of three different active learning approaches.

  10. Learning as Activity.

    ERIC Educational Resources Information Center

    Jonassen, David H.

    2002-01-01

    Integrates contemporary theories of learning into a theory of learning as activity. Explains ecological psychology, changes in understanding of learning, activity systems and activity theory (including the integration of consciousness and activity), and activity structure; and discusses learning as a cognitive and social process. (LRW)

  11. Problem-Based Learning in Foods and Nutrition Classes

    ERIC Educational Resources Information Center

    Smith, Bettye P.; Katz, Shana H.

    2006-01-01

    This article focuses on the use of problem-based learning in high school foods and nutrition classes. Problem-based learning, an instructional approach that promotes active learning, is the elaboration of knowledge that occurs through discussion, answering questions, peer teaching, and critiquing. Students are confronted with a simulated or real…

  12. Analysis of Learning Behavior in Problem-Solving-Based and Project-Based Discussion Activities within the Seamless Online Learning Integrated Discussion (SOLID) System

    ERIC Educational Resources Information Center

    Wu, Sheng-Yi; Hou, Huei-Tse; Hwang, Wu-Yuin; Liu, Eric Zhi-Feng

    2013-01-01

    Both asynchronous and synchronous discussions have advantages and limitations for online learning. This study conducts an empirical analysis of these discussion activities while applying the proposed Seamless Online Learning Integrated Discussion (SOLID) system, which can instantly integrate Facebook's asynchronous discussion function with the MSN…

  13. Cognitive Problems (Disorientation, Perception, Attention, Learning and Problem-Solving)

    MedlinePlus

    ... SOMEONE WITH EMOTIONAL & BEHAVIORAL NEEDS Cognitive Problems (Disorientation, Perception, Attention, Learning & Problem-Solving) Cognition is the process ... What Are Some Other Cognitive Problems? What Is Perception? Remember What Is Attention or Concentration? More Resources ...

  14. [Problem Solving Activities.

    ERIC Educational Resources Information Center

    Wisconsin Univ. - Stout, Menomonie. Center for Vocational, Technical and Adult Education.

    The teacher directed problem solving activities package contains 17 units: Future Community Design, Let's Build an Elevator, Let's Construct a Catapult, Let's Design a Recreational Game, Let's Make a Hand Fishing Reel, Let's Make a Wall Hanging, Let's Make a Yo-Yo, Marooned in the Past, Metrication, Mousetrap Vehicles, The Multi System…

  15. Finite Element Learning Modules as Active Learning Tools

    ERIC Educational Resources Information Center

    Brown, Ashland O.; Jensen, Daniel; Rencis, Joseph; Wood, Kristin; Wood, John; White, Christina; Raaberg, Kristen Kaufman; Coffman, Josh

    2012-01-01

    The purpose of active learning is to solicit participation by students beyond the passive mode of traditional classroom lectures. Reading, writing, participating in discussions, hands-on activities, engaging in active problem solving, and collaborative learning can all be involved. The skills acquired during active learning tend to go above and…

  16. Learning Activities.

    ERIC Educational Resources Information Center

    Tipton, Tom, Ed.

    1983-01-01

    Presents a flow chart for naming inorganic compounds. Although it is not necessary for students to memorize rules, preliminary skills needed before using the chart are outlined. Also presents an activity in which the mass of an imaginary atom is determined using lead shot, Petri dishes, and a platform balance. (JN)

  17. Local History and Problem-Based Learning

    ERIC Educational Resources Information Center

    Wieseman, Katherine C.; Cadwell, Doni

    2005-01-01

    The combination of students, local history, researching, and problem-based learning creates a powerful opportunity for learning to all involved. This article provides one example of how an elementary teacher and a teacher educator have used local resources and problem-based learning to teach a fourth grade unit about human communities and the…

  18. Learning dominance relations in combinatorial search problems

    NASA Technical Reports Server (NTRS)

    Yu, Chee-Fen; Wah, Benjamin W.

    1988-01-01

    Dominance relations commonly are used to prune unnecessary nodes in search graphs, but they are problem-dependent and cannot be derived by a general procedure. The authors identify machine learning of dominance relations and the applicable learning mechanisms. A study of learning dominance relations using learning by experimentation is described. This system has been able to learn dominance relations for the 0/1-knapsack problem, an inventory problem, the reliability-by-replication problem, the two-machine flow shop problem, a number of single-machine scheduling problems, and a two-machine scheduling problem. It is considered that the same methodology can be extended to learn dominance relations in general.

  19. Technology and Problem-Based Learning

    ERIC Educational Resources Information Center

    Uden, Lorna; Beaumont, Chris

    2006-01-01

    Problem-based learning (PBL) has been the focus of many developments in teaching and learning facilitation in recent years. It has been claimed that PBL produces independent learners who are motivated, engaged in deep learning, work as a team, and develop effective strategies, skills and knowledge for life-long learning and professional work.…

  20. Learning from Examples versus Verbal Directions in Mathematical Problem Solving

    ERIC Educational Resources Information Center

    Lee, Hee Seung; Fincham, Jon M.; Anderson, John R.

    2015-01-01

    This event-related fMRI study investigated the differences between learning from examples and learning from verbal directions in mathematical problem solving and how these instruction types affect the activity of relevant brain regions during instruction and solution periods within problem-solving trials. We identified distinct neural signatures…

  1. Active Learning Methods

    ERIC Educational Resources Information Center

    Zayapragassarazan, Z.; Kumar, Santosh

    2012-01-01

    Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their…

  2. What Students Learn in Problem-Based Learning: A Process Analysis

    ERIC Educational Resources Information Center

    Yew, Elaine H. J.; Schmidt, Henk G.

    2012-01-01

    This study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer resources studied by nine students for an entire PBL cycle were recorded. The relevant…

  3. Getting to the Root of the Problem in Experiential Learning: Using Problem Solving and Collective Reflection to Improve Learning Outcomes

    ERIC Educational Resources Information Center

    Miller, Richard J.; Maellaro, Rosemary

    2016-01-01

    Experiential learning alone does not guarantee that students will accurately conceptualize content, or meet course outcomes in subsequent active experimentation stages. In an effort to more effectively meet learning objectives, the experiential learning cycle was modified with a unique combination of the 5 Whys root cause problem-solving tool and…

  4. An Online Game Approach for Improving Students' Learning Performance in Web-Based Problem-Solving Activities

    ERIC Educational Resources Information Center

    Hwang, Gwo-Jen; Wu, Po-Han; Chen, Chi-Chang

    2012-01-01

    In this paper, an online game was developed in the form of a competitive board game for conducting web-based problem-solving activities. The participants of the game determined their move by throwing a dice. Each location of the game board corresponds to a gaming task, which could be a web-based information-searching question or a mini-game; the…

  5. How Learning Problems Are Managed

    MedlinePlus

    ... described in other places, you’re right, only boys and girls with learning difficulties may need more frequent reinforcement. ... with learning disabilities and nearly two in five boys and girls who are mentally retarded are taught in regular ...

  6. Problem Finding in Professional Learning Communities: A Learning Study Approach

    ERIC Educational Resources Information Center

    Tan, Yuen Sze Michelle; Caleon, Imelda Santos

    2016-01-01

    This study marries collaborative problem solving and learning study in understanding the onset of a cycle of teacher professional development process within school-based professional learning communities (PLCs). It aimed to explore how a PLC carried out collaborative problem finding--a key process involved in collaborative problem solving--that…

  7. Developing Metacognition: A Basis for Active Learning

    ERIC Educational Resources Information Center

    Vos, Henk; de Graaff, E.

    2004-01-01

    The reasons to introduce formats of active learning in engineering (ALE) such as project work, problem-based learning, use of cases, etc. are mostly based on practical experience, and sometimes from applied research on teaching and learning. Such research shows that students learn more and different abilities than in traditional formats of…

  8. Psychological Problems of Children with Learning Difficulties.

    ERIC Educational Resources Information Center

    Shaughnessy, Michael F.; Scott, Patricia Carol

    The paper presents tips for parents of children with learning problems. It describes the emotional side effects of low achievement which may include low self-esteem, clinical depression, "learned helplessness," suicidal ideation, acting out behavior, low frustration tolerance, guilt feelings, interpersonal problems, withdrawal, running away,…

  9. Distance Learning: Promises, Problems, and Possibilities.

    ERIC Educational Resources Information Center

    Valentine, Doug

    2002-01-01

    Examines some of the current research and thought on the promises, problems, and the future possibilities in modern distance learning, particularly types that are delivered via electronic means. Topics include history of distance learning; quality of instruction; cost effectiveness; misuse of technology; equipment problems; instructor attitudes…

  10. Problem-Based Learning: Student Engagement, Learning and Contextualized Problem-Solving. Occasional Paper

    ERIC Educational Resources Information Center

    Mossuto, Mark

    2009-01-01

    The adoption of problem-based learning as a teaching method in the advertising and public relations programs offered by the Business TAFE (Technical and Further Education) School at RMIT University is explored in this paper. The effect of problem-based learning on student engagement, student learning and contextualised problem-solving was…

  11. Research on Mobile Learning Activities Applying Tablets

    ERIC Educational Resources Information Center

    Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija

    2015-01-01

    The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…

  12. Creating a Learning Space in Problem-Based Learning

    ERIC Educational Resources Information Center

    Hmelo-Silver, Cindy E.

    2013-01-01

    An important aspect of PBL problems is the affordances that they hold for engaging students in discussion of important content knowledge. In this paper, I argue that one can analyze a problem in terms of a deep problem space and a broader learning space to identify the conceptual ideas for potential engagement. The problem space refers to the…

  13. Problem Effectiveness in a Course Using Problem-Based Learning.

    ERIC Educational Resources Information Center

    Dolmans, Diana H. J. M.

    1993-01-01

    A University of Limburg (Netherlands) medical school study investigated the relationship between student-generated learning issues and faculty instructional objectives (i.e., the effectiveness of the problems posed) in a problem-centered obstetrics and child development curriculum. Subjects were 120 students and 12 faculty. Results indicated…

  14. Concept Cartoons Supported Problem Based Learning Method in Middle School Science Classrooms

    ERIC Educational Resources Information Center

    Balim, Ali Günay; Inel-Ekici, Didem; Özcan, Erkan

    2016-01-01

    Problem based learning, in which events from daily life are presented as interesting scenarios, is one of the active learning approaches that encourages students to self-direct learning. Problem based learning, generally used in higher education, requires students to use high end thinking skills in learning environments. In order to use…

  15. Problem-Based Learning for Promoting Student Learning in High School Geography

    ERIC Educational Resources Information Center

    Yeung, Stephen

    2010-01-01

    This study determines the impact of problem-based learning on a preuniversity geography class. Learning activities include problem analysis, information collection, an examination of concepts, oral presentations, and group summaries in relation to current and perennial geographical issues of local and/or global concern. Assessment "for" learning…

  16. On the Free-Rider Problem in Cooperative Learning.

    ERIC Educational Resources Information Center

    Joyce, William B.

    1999-01-01

    Cooperative-learning activities were implemented in one of two sections of an accounting class. The problem of "free riders"--students who do not participate fully in cooperative-learning groups--was reduced by having group members rotate midway through the course. (SK)

  17. Context in Mathematics Learning: Problems and Possibilities

    ERIC Educational Resources Information Center

    Lee, Ji-Eun

    2007-01-01

    This article presents an instructional idea that facilitates the students' active participation in the problem analysis process using insufficient or contradictory problem contexts. (Contains 1 figure.)

  18. The 9-Step Problem Design Process for Problem-Based Learning: Application of the 3C3R Model

    ERIC Educational Resources Information Center

    Hung, Woei

    2009-01-01

    The design of problems is crucial for the effectiveness of problem-based learning (PBL). Research has shown that PBL problems have not always been effective. Ineffective PBL problems could affect whether students acquire sufficient domain knowledge, activate appropriate prior knowledge, and properly direct their own learning. This paper builds on…

  19. Development of a microbiology course for diverse majors; longitudinal survey of the use of various active, problem-based learning assignments.

    PubMed

    Cundell, Diana R

    2002-05-01

    Educators are increasingly being encouraged to use more active- and problem-based-learning techniques and assignments in the classroom to improve critical and analytical thinking skills. Active learning-based courses have been purported to be more time consuming than traditional lecture methods and for many instructors have therefore proven difficult to include in many one-semester science courses. To address this problem, a series of assignments was developed for use in a basic microbiology course involving sophomore-, junior-, and senior-level students from five different biology majors (environmental science, biology, biochemistry, premedicine, and physician assistant). Writing assignments included global, historical, and social themes for which a standardized grading format was established. Students also participated in a class debate in which the merits of the living microbial kingdoms were discussed, with only one kingdom being saved from an imaginary global catastrophe. Traditional lectures were facilitated by the use of a dedicated note packet developed by the instructor and specific for course content. Laboratories involved group analysis of mini-case history studies involving pathogenic microbes. Students' perceptions of the subject were assessed using an exit questionnaire sent to 100 of the 174 students who had taken the course during the 5-year time period. The majority of the 64 students who responded were sophomores (78%), in keeping with the target audience, and their perception of the course's challenge level was significantly higher (p < 0.03, 8.7) than their junior and senior counterparts (7.9). Students rated the most useful learning tools as case history studies (9.4) and the class debate (9.1), with the introduction of a dedicated microbiology links web page to the University website representing the sole component resulting in a statistically significant increase in students' perceptions of the importance of the course (p < 0.03). PMID

  20. The Trial of Integrating Students with Different Specialized Fields in Problem-Based Learning Activities at Advanced Engineering Course of College of Technology

    NASA Astrophysics Data System (ADS)

    Kawashita, Tomoyuki; Fukuda, Takayuki; Shimono, Tsugio; Nanbu, Yukihisa; Morishita, Koji; Matsuo, Shuji

    At Sasebo National College of Technology, a seminar called “Practice of Total Creative Engineering” is newly designed for advanced engineering course. This is a problem-based learning activity and its goals are to let students develop their creative abilities and cooperative techniques, and to let them improve their presentation skills. In this activity, students make up groups of three or four with different specialized fields ; mechanical, electrical and electronic, chemical and biological. Student's goal is to produce a microcomputer-controlled machine to meet the pre-assigned requirements. As the final stage, students are to make presentations on their ideas and to demonstrate how their machine can really work. Based on the comments from students and teachers, the possibility of this trial is discussed.

  1. Historical problem areas lessons learned

    NASA Technical Reports Server (NTRS)

    Sackheim, Bob; Fester, Dale A.

    1991-01-01

    Historical problem areas in space transportation propulsion technology are identified in viewgraph form. Problem areas discussed include materials compatibility, contamination, pneumatic/feed system flow instabilities, instabilities in rocket engine combustion and fuel sloshing, exhaust plume interference, composite rocket nozzle failure, and freeze/thaw damage.

  2. Learning Impasses in Problem Solving

    NASA Technical Reports Server (NTRS)

    Hodgson, J. P. E.

    1992-01-01

    Problem Solving systems customarily use backtracking to deal with obstacles that they encounter in the course of trying to solve a problem. This paper outlines an approach in which the possible obstacles are investigated prior to the search for a solution. This provides a solution strategy that avoids backtracking.

  3. Conduct Problem or Learning Disability?

    ERIC Educational Resources Information Center

    Wright, Loyd S.

    1974-01-01

    Forty-seven third grade boys with conduct problems were administered a battery of tests to determine how many had reading problems and central processing dysfunctions and the correlations between their reading performance and 1) central information processing abilities, 2) race, 3) social class, and 4) maternal employment. (Author/DB)

  4. Problems and Inconsistencies with Kolb's Learning Styles.

    ERIC Educational Resources Information Center

    Garner, Iain

    2000-01-01

    Argues that there are substantial problems with the theoretical foundations of David Kolb's Learning Style Inventory (LSI). Notes anomalies with the relationship between Carl Jung's style and Kolb's use of possibility processing. Argues that these anomalies make it impossible for defining firm conclusions about the nature of Kolb's learning style.…

  5. Problem-Based Learning in Accounting

    ERIC Educational Resources Information Center

    Dockter, DuWayne L.

    2012-01-01

    Seasoned educators use an assortment of student-centered methods and tools to enhance their student's learning environment. In respects to methodologies used in accounting, educators have utilized and created new forms of problem-based learning exercises, including case studies, simulations, and other projects, to help students become more active…

  6. Solving Wicked Problems through Action Learning

    ERIC Educational Resources Information Center

    Crul, Liselore

    2014-01-01

    This account of practice outlines the Oxyme Action Learning Program which was conducted as part of the Management Challenge in my final year of the MSc in Coaching and Behavioral Change at Henley Business School. The central research questions were: (1) how action learning can help to solve wicked problems and (2) what the effect of an action…

  7. Revitalizing Precalculus with Problem-Based Learning.

    ERIC Educational Resources Information Center

    Stanley, Sonya S.

    2002-01-01

    Describes the ways in which a problem-based learning (PBL) approach to teaching precalculus can prepare students for calculus by helping students develop a conceptual understanding rather than learning through symbol manipulation and memorization. Discusses the exponential, trigonometric, polynomial, and rational function modules employed. (NB)

  8. Problem-Based Learning: Librarians as Collaborators

    ERIC Educational Resources Information Center

    Cheney, Debora

    2004-01-01

    Problem-based learning (PBL) presents an opportunity for librarians and instructors to collaborate on designing learning experiences that will allow students to acquire information-gathering skills as part of their subject curriculum. This article describes a pilot course that incorporated PBL in the School of Information Sciences and Technology…

  9. Does the Extent of Problem Familiarity Influence Students' Learning in Problem-Based Learning?

    ERIC Educational Resources Information Center

    Sockalingam, Nachamma; Schmidt, Henk G.

    2013-01-01

    This study investigated the relationship between problem familiarity and students' learning in a problem-based course. Problem familiarity in this study refers to the extent to which a problem fits with students' prior knowledge and experiences. As part of regular course work, 172 students were given two problems on different occasions.…

  10. Technology Learning Activities I.

    ERIC Educational Resources Information Center

    International Technology Education Association, Reston, VA.

    This guide contains 30 technology learning activities. Activities may contain all or some of the following: an introduction, objectives, materials and equipment, challenges, limitations, notes and investigations, resources and references used, and evaluation ideas. Activity titles are: (1) Occupations in Construction Technology; (2) Designing a…

  11. The Benefits of Adopting a Problem-Based Learning Approach on Students' Learning Developments in Secondary Geography Lessons

    ERIC Educational Resources Information Center

    Caesar, Mohd Iqbal Mohd; Jawawi, Rosmawijah; Matzin, Rohani; Shahrill, Masitah; Jaidin, Jainatul Halida; Mundia, Lawrence

    2016-01-01

    Problem-based learning (PBL) provides an appealing framework for teaching and learning not only within the subject of geography but also across other disciplines. It promotes a healthy environment for active learning with its diverse sets of activities, helping students carry out investigative inquiry in the learning processes. This study examines…

  12. A Problem Solving Curriculum for Active Learning at the Northwest Center for Medical Education, Indiana University School of Medicine.

    ERIC Educational Resources Information Center

    Iatridis, Panayotis G.

    An innovative curriculum called the "Regional Center Alternative Pathway," recently adopted by the Northwest Center for Medical Education (part of Indiana University's School of Medicine), is presented. The curriculum combines the traditional structure's didactic approach with a new problem-based tutorial curriculum. In this curriculum the…

  13. Effects on Learners' Performance of Using Selected and Open Network Resources in a Problem-Based Learning Activity

    ERIC Educational Resources Information Center

    Hsu, Ching-Kun; Hwang, Gwo-Jen; Chuang, Chien-Wen; Chang, Chih-Kai

    2012-01-01

    Owing to the popularity of computers and computer networks, fostering the web-based problem-solving ability of students has become an important educational objective in recent years. This study attempted to compare the effects of using selected and open network resources on students' intentions with regard to their information system usage by…

  14. Large-scale learning of structure-activity relationships using a linear support vector machine and problem-specific metrics.

    PubMed

    Hinselmann, Georg; Rosenbaum, Lars; Jahn, Andreas; Fechner, Nikolas; Ostermann, Claude; Zell, Andreas

    2011-02-28

    The goal of this study was to adapt a recently proposed linear large-scale support vector machine to large-scale binary cheminformatics classification problems and to assess its performance on various benchmarks using virtual screening performance measures. We extended the large-scale linear support vector machine library LIBLINEAR with state-of-the-art virtual high-throughput screening metrics to train classifiers on whole large and unbalanced data sets. The formulation of this linear support machine has an excellent performance if applied to high-dimensional sparse feature vectors. An additional advantage is the average linear complexity in the number of non-zero features of a prediction. Nevertheless, the approach assumes that a problem is linearly separable. Therefore, we conducted an extensive benchmarking to evaluate the performance on large-scale problems up to a size of 175000 samples. To examine the virtual screening performance, we determined the chemotype clusters using Feature Trees and integrated this information to compute weighted AUC-based performance measures and a leave-cluster-out cross-validation. We also considered the BEDROC score, a metric that was suggested to tackle the early enrichment problem. The performance on each problem was evaluated by a nested cross-validation and a nested leave-cluster-out cross-validation. We compared LIBLINEAR against a Naïve Bayes classifier, a random decision forest classifier, and a maximum similarity ranking approach. These reference approaches were outperformed in a direct comparison by LIBLINEAR. A comparison to literature results showed that the LIBLINEAR performance is competitive but without achieving results as good as the top-ranked nonlinear machines on these benchmarks. However, considering the overall convincing performance and computation time of the large-scale support vector machine, the approach provides an excellent alternative to established large-scale classification approaches. PMID

  15. Problem-Based Learning in Formal and Informal Learning Environments

    ERIC Educational Resources Information Center

    Shimic, Goran; Jevremovic, Aleksandar

    2012-01-01

    Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for…

  16. Incorporating Problem-Based Learning in Physical Education Teacher Education

    ERIC Educational Resources Information Center

    Hushman, Glenn; Napper-Owen, Gloria

    2011-01-01

    Problem-based learning (PBL) is an educational method that identifies a problem as a context for student learning. Critical-thinking skills, deductive reasoning, knowledge, and behaviors are developed as students learn how theory can be applied to practical settings. Problem-based learning encourages self-direction, lifelong learning, and sharing…

  17. Learning problems, delayed perceptual development, and puberty

    NASA Astrophysics Data System (ADS)

    Wright, Beverly A.; Zecker, Steven G.; Reid, Miriam D.

    2003-04-01

    Language-based learning problems affect approximately one person in twelve with no other obvious signs of disorder. Many of these individuals have accompanying deficits in nonlinguistic perception. To determine whether age influences the magnitude of these deficits, thresholds on a set of auditory masking tasks were measured in individuals with learning problems and controls ranging in age from 6 years to adult. Performance improved with increasing age in both groups. However, the thresholds of the individuals with learning problems were most similar to those of controls approximately 2-4 years younger on every task, suggesting that the perceptual development of the affected individuals was delayed by a constant amount. Further, on the subset of conditions on which controls reached adult levels of performance after 10 years of age, the improvement of affected individuals halted at 10 years of age, suggesting that puberty may play a critical role in human perceptual development. Taken together, these data support the idea that some learning problems result from a neuromaturational delay, of unknown breadth, and indicate that neurological changes associated with puberty prevent the complete resolution of delayed perceptual development. [Work supported by NIH/NIDCD.

  18. Producing and Scrounging during Problem Based Learning

    ERIC Educational Resources Information Center

    Vickery, William L.

    2013-01-01

    When problem based learning occurs in a social context it is open to a common social behaviour, scrounging. In the animal behaviour literature, scroungers do not attempt to find resources themselves but rather exploit resources found by other group members (referred to as producers). We know from studies of animal behaviour (including humans) that…

  19. Unlearning, Critical Action Learning and Wicked Problems

    ERIC Educational Resources Information Center

    Pedler, Mike; Hsu, Shih-wei

    2014-01-01

    This paper explores the idea of unlearning in Critical Action Learning (CAL) as applied to the wicked problems of organisations and societies. It draws on data and ideas developed during a research project conducted for "Skills for Care" by Pedler, Abbott, Brook and Burgoyne ("Skills for Care" 2014) and from experiences on…

  20. Live Patients and Problem-Based Learning.

    ERIC Educational Resources Information Center

    Aspegren, K.; Blomqvist, P.; Borgstrom, A.

    1998-01-01

    Describes how a problem-based learning approach is used in a course on general surgery and reports the results in terms of degree of satisfaction of students, teachers, and patients. Employs interviews with a real patient with a real condition. (DDR)

  1. Collaborative Learning Utilizing Case-Based Problems

    ERIC Educational Resources Information Center

    Hilvano, Nestor T.; Mathis, Karen M.; Schauer, Daniel P.

    2014-01-01

    Engaging students in discussion and creating high impact teaching and learning practices are a challenge in every classroom. Small group discussion and poster presentations were used to solve case-based problems to highlight issues for the learner and to allow each student to demonstrate understanding and application of theory to real life…

  2. Creative Activity and Learning.

    ERIC Educational Resources Information Center

    Cunningham, Flora E.

    1979-01-01

    This article compares three theories of the creative process taken from aesthetic philosophy: aesthetic enjoyment (D. W. Gotshalk), aesthetic experience (John Dewey), and aesthetic knowledge (Susanne Langer). Each shows different versions of the learning that accrues from creative activity. From this, curriculum planning and teaching suggestions…

  3. Learning Outcomes of Project-Based and Inquiry-Based Learning Activities

    ERIC Educational Resources Information Center

    Panasan, Mookdaporn; Nuangchalerm, Prasart

    2010-01-01

    Problem statement: Organization of science learning activities is necessary to rely on various methods of organization of learning and to be appropriate to learners. Organization of project-based learning activities and inquiry-based learning activities are teaching methods which can help students understand scientific knowledge. It would be more…

  4. Learning Outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

    ERIC Educational Resources Information Center

    Wongsri, Piyaluk; Nuangchalerm, Prasart

    2010-01-01

    Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade…

  5. Learning to solve a problem: a microanalysis of the solution strategies of children with learning disabilities.

    PubMed

    Wansart, W L

    1990-03-01

    Ten subjects with learning disabilities and 10 normally achieving subjects, aged 10-5 to 12-5 years, were videotaped while attempting to solve the Tower of Hanoi problem (see Karat, 1982; Piaget, 1976; Simon, 1975). A microanalysis of their problem-solving activities provided a descriptive taxonomy used to analyze what, in fact, individual subjects did when constructing a solution strategy, and to categorize and compare changes in strategy. The results indicated that as a group the normally achieving subjects reached more sophisticated levels of strategy use (p less than .05). However, if the focus of the comparison is on an analysis of how learning proceeded in individuals, then the subjects with learning disabilities appear to be similar to the normally achieving subjects. There was no evidence in these subjects of the popular conception that individuals with learning disabilities are inactive, passive, or maladaptive in their attempts to learn to solve a problem. PMID:2313189

  6. Incorporating Active Learning into a Traditional Curriculum.

    ERIC Educational Resources Information Center

    Carroll, Robert G.; Huang, Alice H.

    1997-01-01

    Discusses self-learning exercises (SLEs) incorporated into the Medical Physiology course for first-year students at the Morehouse School of Medicine in Atlanta, GA. Twenty to thirty percent of course material is presented in these exercises instead of in lectures. The exercises develop active learning and problem-solving skills. Formal analysis…

  7. Solving multiconstraint assignment problems using learning automata.

    PubMed

    Horn, Geir; Oommen, B John

    2010-02-01

    This paper considers the NP-hard problem of object assignment with respect to multiple constraints: assigning a set of elements (or objects) into mutually exclusive classes (or groups), where the elements which are "similar" to each other are hopefully located in the same class. The literature reports solutions in which the similarity constraint consists of a single index that is inappropriate for the type of multiconstraint problems considered here and where the constraints could simultaneously be contradictory. This feature, where we permit possibly contradictory constraints, distinguishes this paper from the state of the art. Indeed, we are aware of no learning automata (or other heuristic) solutions which solve this problem in its most general setting. Such a scenario is illustrated with the static mapping problem, which consists of distributing the processes of a parallel application onto a set of computing nodes. This is a classical and yet very important problem within the areas of parallel computing, grid computing, and cloud computing. We have developed four learning-automata (LA)-based algorithms to solve this problem: First, a fixed-structure stochastic automata algorithm is presented, where the processes try to form pairs to go onto the same node. This algorithm solves the problem, although it requires some centralized coordination. As it is desirable to avoid centralized control, we subsequently present three different variable-structure stochastic automata (VSSA) algorithms, which have superior partitioning properties in certain settings, although they forfeit some of the scalability features of the fixed-structure algorithm. All three VSSA algorithms model the processes as automata having first the hosting nodes as possible actions; second, the processes as possible actions; and, third, attempting to estimate the process communication digraph prior to probabilistically mapping the processes. This paper, which, we believe, comprehensively reports the

  8. Two Great Problems of Learning. Points for Debate.

    ERIC Educational Resources Information Center

    Maxwell, Nicholas

    2003-01-01

    Asserts that two great problems of learning confront humanity: (1) learning about the universe and (2) learning how to live wisely. The article further asserts that the first problem was solved with the creation of modern science, but the second problem has not yet been solved. The article suggests that to solve the second problem we need to learn…

  9. Developing a Problem-Based Learning Simulation: An Economics Unit on Trade

    ERIC Educational Resources Information Center

    Maxwell, Nan L.; Mergendoller, John R.; Bellisimo, Yolanda

    2004-01-01

    This article argues that the merger of simulations and problem-based learning (PBL) can enhance both active-learning strategies. Simulations benefit by using a PBL framework to promote student-directed learning and problem-solving skills to explain a simulated dilemma with multiple solutions. PBL benefits because simulations structure the…

  10. The Effect of Guidance in Problem-Based Learning of Statistics

    ERIC Educational Resources Information Center

    Leppink, Jimmie; Broers, Nick J.; Imbos, Tjaart; van der Vleuten, Cees P. M.; Berger, Martijn P. F.

    2014-01-01

    Contrary to classical problem-based learning, in guided problem-based learning, the learning goals are predetermined by the instructor--on the basis of a detailed decomposition of the subject matter to be studied--to activate prior knowledge and to structure self-study and subsequent group discussion. This study investigated the effects of…

  11. NASA "Rocks" Problem-Based Learning

    ERIC Educational Resources Information Center

    Johnson, Carla J.

    2004-01-01

    A rock investigation set up as a problem-based learning mini-unit for the author's seventh grade integrated science students. To start this unit, she explains to students that NASA has sent us a container of rocks that they would like to have identified. It is up to the students to assume the role of geologists and come up with some way to…

  12. The Validation of the Active Learning in Health Professions Scale

    ERIC Educational Resources Information Center

    Kammer, Rebecca; Schreiner, Laurie; Kim, Young K.; Denial, Aurora

    2015-01-01

    There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS)…

  13. Problems as Possibilities: Problem-Based Learning for K-12 Education.

    ERIC Educational Resources Information Center

    Torp, Linda; Sage, Sara

    Problem-based learning (PBL) is an experiential form of learning centered around the collaborative investigation and resolution of "messy, real-world" problems. This book offers opportunities to learn about problem-based learning from the perspectives of teachers, students, parents, administrators, and curriculum developers. Chapter 1 tells…

  14. PHOTON PBL: problem-based learning in photonics technology education

    NASA Astrophysics Data System (ADS)

    Massa, Nicholas; Audet, Richard; Donnelly, Judith; Hanes, Fenna; Kehrhahn, Marijke

    2007-06-01

    Problem-based learning (PBL) is an educational approach whereby students learn course content by actively and collaboratively solving real-world problems presented in a context similar to that in which the learning is to be applied. Research shows that PBL improves student learning and retention, critical thinking and problem-solving skills, and the ability to skillfully apply knowledge to new situations - skills deemed critical to lifelong learning. Used extensively in medical education since the 1970's, and widely adopted in other fields including business, law, and education, PBL is emerging as an alternative to traditional lecture-based courses in engineering and technology education. In today's ever-changing global economy where photonics technicians are required to work productively in teams to solve complex problems across disciplines as well as cultures, PBL represents an exciting alternative to traditional lecture-based photonics education. In this paper we present the PHOTON PBL project, a National Science Foundation Advanced Technology Education (NSF-ATE) project aimed at creating, in partnership with the photonics industry and university research labs from across the US, a comprehensive series of multimedia-based PBL instructional resource materials and offering faculty professional development in the use of PBL in photonics technology education. Quantitative and qualitative research will be conducted on the effectiveness of PBL in photonics technician education.

  15. Problem-Based Group Activities for Teaching Sensation and Perception

    ERIC Educational Resources Information Center

    Kreiner, David S.

    2009-01-01

    This article describes 14 problem-based group activities for a sensation and perception course. The intent was to provide opportunities for students to practice applying their knowledge to real-world problems related to course content. Student ratings of how effectively the activities helped them learn were variable but relatively high. Students…

  16. All Problems Are Not Equal: Implications for Problem-Based Learning

    ERIC Educational Resources Information Center

    Jonassen, David H.; Hung, Woei

    2008-01-01

    Problem-based learning (PBL) is an instructional model that assumes the centrality of problems to learning. Research on PBL has focused on student learning, student roles, tutor roles, problem design, and technology use (Hung, Jonassen, & Liu, 2008), but little attention in the PBL literature has been paid to the nature of the problems that…

  17. Reinforcement learning or active inference?

    PubMed

    Friston, Karl J; Daunizeau, Jean; Kiebel, Stefan J

    2009-01-01

    This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain. PMID:19641614

  18. Reinforcement Learning or Active Inference?

    PubMed Central

    Friston, Karl J.; Daunizeau, Jean; Kiebel, Stefan J.

    2009-01-01

    This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain. PMID:19641614

  19. Assessing Cognitive Learning of Analytical Problem Solving

    NASA Astrophysics Data System (ADS)

    Billionniere, Elodie V.

    Introductory programming courses, also known as CS1, have a specific set of expected outcomes related to the learning of the most basic and essential computational concepts in computer science (CS). However, two of the most often heard complaints in such courses are that (1) they are divorced from the reality of application and (2) they make the learning of the basic concepts tedious. The concepts introduced in CS1 courses are highly abstract and not easily comprehensible. In general, the difficulty is intrinsic to the field of computing, often described as "too mathematical or too abstract." This dissertation presents a small-scale mixed method study conducted during the fall 2009 semester of CS1 courses at Arizona State University. This study explored and assessed students' comprehension of three core computational concepts---abstraction, arrays of objects, and inheritance---in both algorithm design and problem solving. Through this investigation students' profiles were categorized based on their scores and based on their mistakes categorized into instances of five computational thinking concepts: abstraction, algorithm, scalability, linguistics, and reasoning. It was shown that even though the notion of computational thinking is not explicit in the curriculum, participants possessed and/or developed this skill through the learning and application of the CS1 core concepts. Furthermore, problem-solving experiences had a direct impact on participants' knowledge skills, explanation skills, and confidence. Implications for teaching CS1 and for future research are also considered.

  20. Development of Learning Resources to Promote Knowledge Sharing in Problem Based Learning

    ERIC Educational Resources Information Center

    Uden, Lorna; Page, Tom

    2008-01-01

    Problem Based Learning offers many benefits to students' learning, however, the design and implementation of effective problem based learning (PBL) is not trivial. Central to effective implementation of PBL are the problem design and group working of the students. Design of good problems requires that the learning outcomes of the subject are…

  1. Oxalate Blockage of Calcium and Iron: A Student Learning Activity.

    ERIC Educational Resources Information Center

    Walker, Noojin

    1988-01-01

    Describes a student learning activity used to teach the meaning of percentage composition, mole concept, selective precipitation, and limiting factors. Presents two word problems and their solutions. (CW)

  2. Critical Task Characteristics in Problem-Based Learning

    ERIC Educational Resources Information Center

    Otting, Hans; Zwaal, Wichard

    2006-01-01

    Tasks and problems in problem-based learning (PBL) are supposed to trigger and structure the learning process. The quality of problems in PBL is generally regarded as an important driver of the individual and collaborative learning processes. Although the importance of the PBL task is widely recognized, there is a lack of empirical findings and…

  3. Problem-Based Learning Supported by Semantic Techniques

    ERIC Educational Resources Information Center

    Lozano, Esther; Gracia, Jorge; Corcho, Oscar; Noble, Richard A.; Gómez-Pérez, Asunción

    2015-01-01

    Problem-based learning has been applied over the last three decades to a diverse range of learning environments. In this educational approach, different problems are posed to the learners so that they can develop different solutions while learning about the problem domain. When applied to conceptual modelling, and particularly to Qualitative…

  4. Active inference and learning.

    PubMed

    Friston, Karl; FitzGerald, Thomas; Rigoli, Francesco; Schwartenbeck, Philipp; O'Doherty, John; Pezzulo, Giovanni

    2016-09-01

    This paper offers an active inference account of choice behaviour and learning. It focuses on the distinction between goal-directed and habitual behaviour and how they contextualise each other. We show that habits emerge naturally (and autodidactically) from sequential policy optimisation when agents are equipped with state-action policies. In active inference, behaviour has explorative (epistemic) and exploitative (pragmatic) aspects that are sensitive to ambiguity and risk respectively, where epistemic (ambiguity-resolving) behaviour enables pragmatic (reward-seeking) behaviour and the subsequent emergence of habits. Although goal-directed and habitual policies are usually associated with model-based and model-free schemes, we find the more important distinction is between belief-free and belief-based schemes. The underlying (variational) belief updating provides a comprehensive (if metaphorical) process theory for several phenomena, including the transfer of dopamine responses, reversal learning, habit formation and devaluation. Finally, we show that active inference reduces to a classical (Bellman) scheme, in the absence of ambiguity. PMID:27375276

  5. Reference Framework for Active Learning in Higher Education

    ERIC Educational Resources Information Center

    Naithani, Pranav

    2008-01-01

    The work presented in this paper traces the history of active learning and further utilizes the available literature to define the meaning and importance of active learning in higher education. The study highlights common practical problems faced by students and instructors in implementing active learning in higher education and further identifies…

  6. Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

    ERIC Educational Resources Information Center

    Chu, Hui-Chun; Hung, Chun-Ming

    2015-01-01

    In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two…

  7. BOOK REVIEW: Inverse Problems. Activities for Undergraduates

    NASA Astrophysics Data System (ADS)

    Yamamoto, Masahiro

    2003-06-01

    This book is a valuable introduction to inverse problems. In particular, from the educational point of view, the author addresses the questions of what constitutes an inverse problem and how and why we should study them. Such an approach has been eagerly awaited for a long time. Professor Groetsch, of the University of Cincinnati, is a world-renowned specialist in inverse problems, in particular the theory of regularization. Moreover, he has made a remarkable contribution to educational activities in the field of inverse problems, which was the subject of his previous book (Groetsch C W 1993 Inverse Problems in the Mathematical Sciences (Braunschweig: Vieweg)). For this reason, he is one of the most qualified to write an introductory book on inverse problems. Without question, inverse problems are important, necessary and appear in various aspects. So it is crucial to introduce students to exercises in inverse problems. However, there are not many introductory books which are directly accessible by students in the first two undergraduate years. As a consequence, students often encounter diverse concrete inverse problems before becoming aware of their general principles. The main purpose of this book is to present activities to allow first-year undergraduates to learn inverse theory. To my knowledge, this book is a rare attempt to do this and, in my opinion, a great success. The author emphasizes that it is very important to teach inverse theory in the early years. He writes; `If students consider only the direct problem, they are not looking at the problem from all sides .... The habit of always looking at problems from the direct point of view is intellectually limiting ...' (page 21). The book is very carefully organized so that teachers will be able to use it as a textbook. After an introduction in chapter 1, sucessive chapters deal with inverse problems in precalculus, calculus, differential equations and linear algebra. In order to let one gain some insight

  8. Selecting model complexity in learning problems

    SciTech Connect

    Buescher, K.L.; Kumar, P.R.

    1993-10-01

    To learn (or generalize) from noisy data, one must resist the temptation to pick a model for the underlying process that overfits the data. Many existing techniques solve this problem at the expense of requiring the evaluation of an absolute, a priori measure of each model`s complexity. We present a method that does not. Instead, it uses a natural, relative measure of each model`s complexity. This method first creates a pool of ``simple`` candidate models using part of the data and then selects from among these by using the rest of the data.

  9. On the Nature of Problems in Action Learning

    ERIC Educational Resources Information Center

    Edmonstone, John

    2014-01-01

    The article aims to explore the nature of problems in action learning. Beginning with Revans' distinction between problems and puzzles, it draws parallels with the notion of wicked and tame problems. It offers four means of considering problems in action learning--in terms of the locus of a set's work; from the viewpoint of an…

  10. Understanding Fatty Acid Metabolism through an Active Learning Approach

    ERIC Educational Resources Information Center

    Fardilha, M.; Schrader, M.; da Cruz e Silva, O. A. B.; da Cruz e Silva, E. F.

    2010-01-01

    A multi-method active learning approach (MALA) was implemented in the Medical Biochemistry teaching unit of the Biomedical Sciences degree at the University of Aveiro, using problem-based learning as the main learning approach. In this type of learning strategy, students are involved beyond the mere exercise of being taught by listening. Less…

  11. Dysfunctional problem-based learning curricula: resolving the problem

    PubMed Central

    2012-01-01

    Background Problem-based learning (PBL) has become the most significant innovation in medical education of the past 40 years. In contrast to exam-centered, lecture-based conventional curricula, PBL is a comprehensive curricular strategy that fosters student-centred learning and the skills desired in physicians. The rapid spread of PBL has produced many variants. One of the most common is 'hybrid PBL' where conventional teaching methods are implemented alongside PBL. This paper contends that the mixing of these two opposing educational philosophies can undermine PBL and nullify its positive benefits. Schools using hybrid PBL and lacking medical education expertise may end up with a dysfunctional curriculum worse off than the traditional approach. Discussion For hybrid PBL schools with a dysfunctional curriculum, standard PBL is a cost-feasible option that confers the benefits of the PBL approach. This paper describes the signs of a dysfunctional PBL curriculum to aid hybrid PBL schools in recognising curricular breakdown. Next it discusses alternative curricular strategies and costs associated with PBL. It then details the four critical factors for successful conversion to standard PBL: dealing with staff resistance, understanding the role of lectures, adequate time for preparation and support from the administrative leadership. Summary Hybrid PBL curricula without oversight by staff with medical education expertise can degenerate into dysfunctional curricula inferior even to the traditional approach from which PBL emerged. Such schools should inspect their curriculum periodically for signs of dysfunction to enable timely corrective action. A decision to convert fully to standard PBL is cost feasible but will require time, expertise and commitment which is only sustainable with supportive leadership. PMID:23009729

  12. Exploring Problem Based Learning to Promote 21st Century Learning Skills in Full Day Kindergarten

    ERIC Educational Resources Information Center

    Tsoukalas, Jillian M.

    2012-01-01

    The kindergarten program at the study site transitioned from half day to full day, yet the curriculum was not updated to accommodate the full day schedule, or to include best practices. In order to prepare learners for their future in education, activities were implemented to determine how problem based learning can promote acquisition of the 21st…

  13. Activating the Desire to Learn

    ERIC Educational Resources Information Center

    Sullo, Bob

    2007-01-01

    Wouldn't your job be easier if students were just more interested in learning? Now, here's a book that will open your eyes to where the desire to learn actually comes from and what teachers can really do to activate it. Using stories from classroom teachers, counselors, administrators, and students, Bob Sullo explains why the desire to learn is…

  14. Problem-Based Learning: A Critical Rationalist Perspective

    ERIC Educational Resources Information Center

    Parton, Graham; Bailey, Richard

    2008-01-01

    Although problem-based learning is being adopted by many institutions around the world as an effective model of learning in higher education, there is a surprising lack of critique in the problem-based learning literature in relation to its philosophical characteristics. This paper explores epistemology as a starting point for investigating the…

  15. The Challenge of Problem-Based Learning. 2nd Edition.

    ERIC Educational Resources Information Center

    Boud, David, Ed.; Feletti, Grahame I., Ed.

    Problem-based learning is an approach to structuring the curriculum which involves confronting students with problems from practice which provide a stimulus for learning. However, there are many possible forms that a curriculum and process for teaching and learning might take and still be compatible with this definition. This book explores these…

  16. Why Problem-Based Learning Works: Theoretical Foundations

    ERIC Educational Resources Information Center

    Marra, Rose M.; Jonassen, David H.; Palmer, Betsy; Luft, Steve

    2014-01-01

    Problem-based learning (PBL) is an instructional method where student learning occurs in the context of solving an authentic problem. PBL was initially developed out of an instructional need to help medical school students learn their basic sciences knowledge in a way that would be more lasting while helping to develop clinical skills…

  17. Active Learning in the Library Instruction Environment: An Exploratory Study

    ERIC Educational Resources Information Center

    Ross, Alanna; Furno, Christine

    2011-01-01

    This paper describes an exploratory study investigating the impact of problem-based learning and clicker technology as active learning strategies at the American University of Sharjah Library, United Arab Emirates (UAE). Studies compared traditional and active learning classes. The present article maps the successes and challenges of these unique…

  18. Effects of Problem-Based Learning Model versus Expository Model and Motivation to Achieve for Student's Physic Learning Result of Senior High School at Class XI

    ERIC Educational Resources Information Center

    Prayekti

    2016-01-01

    "Problem-based learning" (PBL) is one of an innovative learning model which can provide an active learning to student, include the motivation to achieve showed by student when the learning is in progress. This research is aimed to know: (1) differences of physic learning result for student group which taught by PBL versus expository…

  19. A case for problem-based collaborative learning in the nursing classroom.

    PubMed

    Richardson, Kathryn; Trudeau, Kimberlee J

    2003-01-01

    To facilitate student learning of the content in a clinical nursing course, the authors used ideas from Problem-based Learning (PBL) and collaborative learning to develop student writing assignments and group workshops. They describe the PBL-enhanced activities and student work, concluding with student feedback and future directions for this curriculum. PMID:12646828

  20. Student Learning and Evaluation in Analytical Chemistry Using a Problem-Oriented Approach and Portfolio Assessment

    ERIC Educational Resources Information Center

    Boyce, Mary C.; Singh, Kuki

    2008-01-01

    This paper describes a student-focused activity that promotes effective learning in analytical chemistry. Providing an environment where students were responsible for their own learning allowed them to participate at all levels from designing the problem to be addressed, planning the laboratory work to support their learning, to providing evidence…

  1. Effects of Tutor-Related Behaviours on the Process of Problem-Based Learning

    ERIC Educational Resources Information Center

    Chng, Esther; Yew, Elaine H. J.; Schmidt, Henk G.

    2011-01-01

    Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the…

  2. Implementing Problem Based Learning in a Science Faculty

    ERIC Educational Resources Information Center

    Pepper, Coral

    2008-01-01

    Problem based learning is a successful teaching and learning strategy used to engage students in deep rather than surface learning and where the learning is student focused rather than teacher focused (Biggs, 1999; 2003). The strategy is also successful in aligning university courses with the real-life professional work which students are expected…

  3. Enhancing Students' Problem-Solving Skills through Context-Based Learning

    ERIC Educational Resources Information Center

    Yu, Kuang-Chao; Fan, Szu-Chun; Lin, Kuen-Yi

    2015-01-01

    Problem solving is often challenging for students because they do not understand the problem-solving process (PSP). This study presents a three-stage, context-based, problem-solving, learning activity that involves watching detective films, constructing a context-simulation activity, and introducing a project design to enable students to construct…

  4. Creating Problem-Based Leadership Learning across the Curriculum

    ERIC Educational Resources Information Center

    Thompson, Sara E.; Couto, Richard A.

    2016-01-01

    This chapter explores problem-based learning (PBL) as effective pedagogy to enhance leadership learning. Through institutional examples, research, and personal experiences, the authors provide a rationale for faculty and staff to utilize PBL across the curriculum.

  5. Using Electronic Resources to Support Problem-Based Learning

    ERIC Educational Resources Information Center

    Chang, Chen-Chi; Jong, Ay; Huang, Fu-Chang

    2012-01-01

    Students acquire skills in problem solving and critical thinking through the process as well as team work on problem-based learning courses. Many courses have started to involve the online learning environment and integrate these courses with electronic resources. Teachers use electronic resources in their classes. To overcome the problem of the…

  6. The Use of Contextual Problems to Support Mathematical Learning

    ERIC Educational Resources Information Center

    Widjaja, Wanty

    2013-01-01

    This paper examines the use of contextual problems to support mathematical learning based on current classroom practice. The use of contextual problems offers some potentials to engage and motivate students in learning mathematics but it also presents some challenges for students in classrooms. Examples of the use of contextual problems from…

  7. Application of Problem Based Learning through Research Investigation

    ERIC Educational Resources Information Center

    Beringer, Jason

    2007-01-01

    Problem-based learning (PBL) is a teaching technique that uses problem-solving as the basis for student learning. The technique is student-centred with teachers taking the role of a facilitator. Its general aims are to construct a knowledge base, develop problem-solving skills, teach effective collaboration and provide the skills necessary to be a…

  8. Floriculture. Selected Learning Activity Packages.

    ERIC Educational Resources Information Center

    Clemson Univ., SC. Vocational Education Media Center.

    This series of learning activity packages is based on a catalog of performance objectives, criterion-referenced measures, and performance guides for gardening/groundskeeping developed by the Vocational Education Consortium of States (V-TECS). Learning activity packages are presented in four areas: (1) preparation of soils and planting media, (2)…

  9. Student Perceptions of Active Learning

    ERIC Educational Resources Information Center

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    A paradigm shift from lecture-based courses to interactive classes punctuated with engaging, student-centered learning activities has begun to characterize the work of some teachers in higher education. Convinced through the literature of the values of using active learning strategies, we assessed through an action research project in five college…

  10. In Defense of Active Learning

    ERIC Educational Resources Information Center

    Pica, Rae

    2008-01-01

    Effective early childhood teachers use what they know about and have observed in young children to design programs to meet children's developmental needs. Play and active learning are key tools to address those needs and facilitate children's early education. In this article, the author discusses the benefits of active learning in the education of…

  11. Enhancing Problem-Based Learning Designs with a Single E-Learning Scaffolding Tool: Two Case Studies Using Challenge FRAP

    ERIC Educational Resources Information Center

    Stewart, Terry M.; MacIntyre, William R.; Galea, Victor J.; Steel, Caroline H.

    2007-01-01

    Problem-based learning (PBL) is a powerful instructional approach. By working through assessable complex problem-solving tasks learners can be encouraged to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts. A critical element of a successful PBL…

  12. Engaging Future Teachers in Problem-Based Learning with the Park City Mathematics Institute Problems

    ERIC Educational Resources Information Center

    Pilgrim, Mary E.

    2014-01-01

    Problem-based learning (PBL) is a pedagogical technique recommended for K-12 mathematics classrooms. However, the mathematics courses in future teachers' degree programs are often lecture based. Students typically learn about problem-based learning in theory, but rarely get to experience it first-hand in their mathematics courses. The premise…

  13. Learning and Active Aging

    ERIC Educational Resources Information Center

    Boulton-Lewis, Gillian M.; Buys, Laurie; Lovie-Kitchin, Jan

    2006-01-01

    Learning is an important aspect of aging productively. This paper describes results from 2645 respondents (aged from 50 to 74+ years) to a 165-variable postal survey in Australia. The focus is on learning and its relation to work; social, spiritual, and emotional status; health; vision; home; life events; and demographic details. Clustering…

  14. Integrating Problem-Based Learning with Community-Engaged Learning in Teaching Program Development and Implementation

    ERIC Educational Resources Information Center

    Hou, Su-I

    2014-01-01

    Purpose: Problem-based learning (PBL) challenges students to learn and work in groups to seek solutions to real world problems. Connecting academic study with community-engaged learning (CEL) experience can deeper learning and thinking. This paper highlights the integration of PBL with CEL in the Implementation Course to engage graduate students…

  15. Quantum Speedup for Active Learning Agents

    NASA Astrophysics Data System (ADS)

    Paparo, Giuseppe Davide; Dunjko, Vedran; Makmal, Adi; Martin-Delgado, Miguel Angel; Briegel, Hans J.

    2014-07-01

    Can quantum mechanics help us build intelligent learning agents? A defining signature of intelligent behavior is the capacity to learn from experience. However, a major bottleneck for agents to learn in real-life situations is the size and complexity of the corresponding task environment. Even in a moderately realistic environment, it may simply take too long to rationally respond to a given situation. If the environment is impatient, allowing only a certain time for a response, an agent may then be unable to cope with the situation and to learn at all. Here, we show that quantum physics can help and provide a quadratic speedup for active learning as a genuine problem of artificial intelligence. This result will be particularly relevant for applications involving complex task environments.

  16. When the Stakes Turn Toxic: Learn about Problem Gambling

    MedlinePlus

    ... When the Stakes Turn Toxic Learn About Problem Gambling Anyone who’s bought a lottery ticket or played ... Recognizing Schizophrenia Wise Choices Links Signs of Problem Gambling Are you troubled by gambling? Seek help if: ...

  17. Keeping Up in School? Identifying Learning Problems

    MedlinePlus

    ... of Learning Disabilities? What are Reading Disorders? Dyslexia Information Voice, Speech, and Language Promote Early Learning CONTACT US NIH Office of Communications and Public Liaison Building 31, Room 5B64 Bethesda, ...

  18. Learning New Problem-Solving Strategies Leads to Changes in Problem Representation

    ERIC Educational Resources Information Center

    Alibali, Martha W.; Phillips, Karin M. O.; Fischer, Allison D.

    2009-01-01

    Children sometimes solve problems incorrectly because they fail to represent key features of the problems. One potential source of improvements in children's problem representations is learning new problem-solving strategies. Ninety-one 3rd- and 4th-grade students solved mathematical equivalence problems (e.g., 3+4+6=3+__) and completed a…

  19. Delivering on the E-Learning Promise: A Case for a Learning Environment that Enables Collaborative Online Problem Solving (COPS)

    ERIC Educational Resources Information Center

    Edwards, Sylvia Lauretta; Watson, Jason; Farrell, Ann; Nash, Robyn

    2007-01-01

    Research spanning the last thirty years confirms that people learn better by active enquiry, collaboration and experimental problem solving than by passive reception and acceptance of information. Empirical evidence, as well as the pressing demands of pervasive social and technological change, requires learning and teaching approaches that combine…

  20. Teaching and Learning. A Problem-Solving Focus.

    ERIC Educational Resources Information Center

    Curcio, Frances R., Ed.

    This book is dedicated to George Polya, who focused on problem solving as the means for teaching and learning mathematics. The first chapter is a reprint of his article "On Learning, Teaching, and Learning Teaching." Then, G. L. Alexanderson paints a portrait of "George Polya, Teacher," including some anecdotes that exemplify Polya's art of…

  1. Educational Data Mining and Problem-Based Learning

    ERIC Educational Resources Information Center

    Walldén, Sari; Mäkinen, Erkki

    2014-01-01

    This paper considers the use of log data provided by learning management systems when studying whether students obey the problem-based learning (PBL) method. Log analysis turns out to be a valuable tool in measuring the use of the learning material of interest. It gives reliable figures concerning not only the number of use sessions but also the…

  2. Leveraging Collaborative, Thematic Problem-Based Learning to Integrate Curricula

    ERIC Educational Resources Information Center

    Sroufe, Robert; Ramos, Diane P.

    2015-01-01

    This study chronicles learning from faculty who designed and delivered collaborative, problem-based learning courses that anchor a one-year MBA emphasizing sustainability. While cultivating the application of learning across the curriculum, the authors engaged MBA students in solving complex, real-world sustainability challenges using a…

  3. Active Learning: Learning a Motor Skill Without a Coach

    PubMed Central

    Huang, Vincent S.; Shadmehr, Reza; Diedrichsen, Jörn

    2008-01-01

    When we learn a new skill (e.g., golf) without a coach, we are “active learners”: we have to choose the specific components of the task on which to train (e.g., iron, driver, putter, etc.). What guides our selection of the training sequence? How do choices that people make compare with choices made by machine learning algorithms that attempt to optimize performance? We asked subjects to learn the novel dynamics of a robotic tool while moving it in four directions. They were instructed to choose their practice directions to maximize their performance in subsequent tests. We found that their choices were strongly influenced by motor errors: subjects tended to immediately repeat an action if that action had produced a large error. This strategy was correlated with better performance on test trials. However, even when participants performed perfectly on a movement, they did not avoid repeating that movement. The probability of repeating an action did not drop below chance even when no errors were observed. This behavior led to suboptimal performance. It also violated a strong prediction of current machine learning algorithms, which solve the active learning problem by choosing a training sequence that will maximally reduce the learner's uncertainty about the task. While we show that these algorithms do not provide an adequate description of human behavior, our results suggest ways to improve human motor learning by helping people choose an optimal training sequence. PMID:18509079

  4. Active learning: learning a motor skill without a coach.

    PubMed

    Huang, Vincent S; Shadmehr, Reza; Diedrichsen, Jörn

    2008-08-01

    When we learn a new skill (e.g., golf) without a coach, we are "active learners": we have to choose the specific components of the task on which to train (e.g., iron, driver, putter, etc.). What guides our selection of the training sequence? How do choices that people make compare with choices made by machine learning algorithms that attempt to optimize performance? We asked subjects to learn the novel dynamics of a robotic tool while moving it in four directions. They were instructed to choose their practice directions to maximize their performance in subsequent tests. We found that their choices were strongly influenced by motor errors: subjects tended to immediately repeat an action if that action had produced a large error. This strategy was correlated with better performance on test trials. However, even when participants performed perfectly on a movement, they did not avoid repeating that movement. The probability of repeating an action did not drop below chance even when no errors were observed. This behavior led to suboptimal performance. It also violated a strong prediction of current machine learning algorithms, which solve the active learning problem by choosing a training sequence that will maximally reduce the learner's uncertainty about the task. While we show that these algorithms do not provide an adequate description of human behavior, our results suggest ways to improve human motor learning by helping people choose an optimal training sequence. PMID:18509079

  5. Dyscalculia and Other Learning Problems in Arithmetic: A Historical Perspective.

    ERIC Educational Resources Information Center

    Sharma, Mahesh C.

    1986-01-01

    Evidence on learning problems due to dyscalculia is surveyed. Definitions, factors responsible for dyscalculia, split-brain research and hemispheric roles, mathematics learning problems and personality, materials for instruction, and levels of knowing mathematics are among the topics discussed with an extensive list of references. (MNS)

  6. Analysis of Navigation in a Problem-Based Learning Environment.

    ERIC Educational Resources Information Center

    Williams, Douglas C.; Liu, Min; Benton, Denise

    Research has shown the potential of a problem-based approach to enhance students' learning. The interactive nature of hypermedia technology and its ability to deliver information in different media formats can provide unique capabilities for implementing problem-based learning (PBL) environments. Yet, little is known about the types of tools that…

  7. Problem-Based Learning Assessment for Information Systems Courses.

    ERIC Educational Resources Information Center

    Yip, Willie; Ghafarian, Ahmad

    A promising recent development in tertiary education involves the application of problem-based learning as a curricular vehicle to develop student talent. Problem-based learning (PBL) is common in professional education, such as in medical, law, and business schools, and is becoming increasingly common in pre-college education. However, it is less…

  8. Problem Based Learning at the University of Colorado at Denver.

    ERIC Educational Resources Information Center

    Duffield, Judith A.; Grabinger, R. Scott

    This paper provides a brief overview of Problem-Based Learning (PBL) as an instructional methodology. A description of a graduate program for practicing teachers at the University of Colorado at Denver (UCD) is also included. Problem-based learning is a student-centered instructional methodology that teaches content and skills within a knowledge…

  9. Creative Problem Solving for Gifted/Learning Disabled.

    ERIC Educational Resources Information Center

    Daniels, Roberta R.; And Others

    Difficulties inherent in the dual classification of gifted and learning disabled are analyzed, and research on the issue is reviewed. The Creative Problem Solving (CPS) Model is used to identify problems in service provision for gifted/learning disabled students. Areas of concern are listed and then expanded by using the five steps of the CPS…

  10. Students' Experiences in Problem-Based Learning: Three Blind Mice Episode or Educational Innovation?

    ERIC Educational Resources Information Center

    Tan, Oon Seng

    2004-01-01

    Problem-based learning architecture typically involves a shift in three loci of educational preoccupation, namely (1) content coverage to problem engagement; (2) role of lecturing to role of coaching; and (3) students as passive learners to that of active problem-solvers. The purpose of this paper is to examine the issues of students' experiences…

  11. Learning by Reading: Description of Learning Strategies of Students Involved in a Problem-Based Learning Program.

    ERIC Educational Resources Information Center

    Cartier, Sylvie; Plante, Andre; Tardif, Jacques

    Many educational institutions have moved toward situated learning and problem-based learning (PBL) in which students, to learn, must rely on investigations of problems within an authentic professional context. A study examined and described how students read and learn in such a context. Results of a 1995 qualitative study showed that four out of…

  12. An educational approach to problem-based learning.

    PubMed

    Chen, Nan-Chieh

    2008-03-01

    This paper provides an analysis of the educational framework of problem-based learning (PBL). As known and used, PBL finds its root in the Structuralism and Pragmatism schools of philosophy. In this paper, the three main requirements of PBL, namely learning by doing, learning in context, and focusing on the student, are discussed within the context of these two schools of thought. Given these attributes, PBL also seems ideally suited for use in learning bioethics. PMID:18364283

  13. Case study of a problem-based learning course of physics in a telecommunications engineering degree

    NASA Astrophysics Data System (ADS)

    Macho-Stadler, Erica; Jesús Elejalde-García, Maria

    2013-08-01

    Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a 'concrete problem' to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching-learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors' perspective, PBL strengths include better student attitude in class and increased instructor-student and student-student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.

  14. Scalable histopathological image analysis via active learning.

    PubMed

    Zhu, Yan; Zhang, Shaoting; Liu, Wei; Metaxas, Dimitris N

    2014-01-01

    Training an effective and scalable system for medical image analysis usually requires a large amount of labeled data, which incurs a tremendous annotation burden for pathologists. Recent progress in active learning can alleviate this issue, leading to a great reduction on the labeling cost without sacrificing the predicting accuracy too much. However, most existing active learning methods disregard the "structured information" that may exist in medical images (e.g., data from individual patients), and make a simplifying assumption that unlabeled data is independently and identically distributed. Both may not be suitable for real-world medical images. In this paper, we propose a novel batch-mode active learning method which explores and leverages such structured information in annotations of medical images to enforce diversity among the selected data, therefore maximizing the information gain. We formulate the active learning problem as an adaptive submodular function maximization problem subject to a partition matroid constraint, and further present an efficient greedy algorithm to achieve a good solution with a theoretically proven bound. We demonstrate the efficacy of our algorithm on thousands of histopathological images of breast microscopic tissues. PMID:25320821

  15. The Effect of Inquiry Training Learning Model Based on Just in Time Teaching for Problem Solving Skill

    ERIC Educational Resources Information Center

    Turnip, Betty; Wahyuni, Ida; Tanjung, Yul Ifda

    2016-01-01

    One of the factors that can support successful learning activity is the use of learning models according to the objectives to be achieved. This study aimed to analyze the differences in problem-solving ability Physics student learning model Inquiry Training based on Just In Time Teaching [JITT] and conventional learning taught by cooperative model…

  16. Problem-based learning in a new Canadian curriculum.

    PubMed

    Morales-Mann, E T; Kaitell, C A

    2001-01-01

    Problem-based learning (PBL) is a method of group learning that uses true-to-life problems as a stimulus for students to learn problem-solving skills and acquire knowledge about the basic and clinical sciences. This article documents the design and implementation of PBL in a second year course in the new curriculum of the University of Ottawa School of Nursing's Generic Program. The learning and teaching experiences of students and facilitators in this PBL course are described. As a way to determine students' perception of their learning using PBL, they were asked to respond to four questions. The most frequently described thinking processes were problem solving, nursing process and group process. When asked to describe the learning they derived from PBL, as differentiated from other instructional methods, students identified group process and problem solving most often. The most frequently identified factors that influenced performance and learning in PBL were positive attitude and group effort. The factors that affected the facilitators' performance of their role were large group size, insufficient practice of facilitator skills and PBL preparation. To enhance group process, facilitators modelled and shared roles. They fostered student motivation and development through formative evaluation. PBL produced clear benefits for students, such as increased autonomous learning, critical thinking, problem solving and communication. For facilitators, PBL was a liberation from the traditional role of 'content expert and super consultant'. PMID:11155104

  17. A Tool for Helping Veterinary Students Learn Diagnostic Problem Solving.

    ERIC Educational Resources Information Center

    Danielson, Jared A.; Bender, Holly S.; Mills, Eric M.; Vermeer, Pamela J.; Lockee, Barbara B.

    2003-01-01

    Describes the result of implementing the Problem List Generator, a computer-based tool designed to help clinical pathology veterinary students learn diagnostic problem solving. Findings suggest that student problem solving ability improved, because students identified all relevant data before providing a solution. (MES)

  18. Integrated Learning Systems: The Problems with the Solution.

    ERIC Educational Resources Information Center

    Bentley, Edward

    1991-01-01

    Discusses problems with integrated learning systems (ILSs) in the schools, noting they are still an unproven solution to problems in education plagued by many serious limitations. The article recommends dealing with the fundamental problems of the educational system before investing time and money in ILS. (SM)

  19. Zoology Students' Experiences of Collaborative Enquiry in Problem-Based Learning

    ERIC Educational Resources Information Center

    Harland, Tony

    2002-01-01

    This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of…

  20. Development of a Mobile Learning System Based on a Collaborative Problem-Posing Strategy

    ERIC Educational Resources Information Center

    Sung, Han-Yu; Hwang, Gwo-Jen; Chang, Ya-Chi

    2016-01-01

    In this study, a problem-posing strategy is proposed for supporting collaborative mobile learning activities. Accordingly, a mobile learning environment has been developed, and an experiment on a local culture course has been conducted to evaluate the effectiveness of the proposed approach. Three classes of an elementary school in southern Taiwan…

  1. Online Problem-Based and Enquiry-Based Learning in the Training of Educational Psychologists

    ERIC Educational Resources Information Center

    Bozic, Nick; Williams, Huw

    2011-01-01

    Over the past 40 years, problem-based learning (PBL) and enquiry-based learning (EBL) approaches have been used in a variety of professional training courses. More recently online versions of these pedagogies have been developed. This paper explains how online PBL and EBL activities have been incorporated into the professional training of…

  2. Exploring Problem-Based Learning in the Context of High School Science: Design and Implementation Issues

    ERIC Educational Resources Information Center

    Goodnough, Karen; Cashion, Marie

    2006-01-01

    This paper reports on the experiences of a small collaborative inquiry group consisting of a high school science teacher, Deidre, and two university researchers, the authors of this paper, as they explored an active, inquiry-based approach to teaching and learning referred to as Problem-Based Learning or PBL (Barrows, 1994; Barrows & Tamblyn,…

  3. Problem-Based Learning in an Online Course of Health Education

    ERIC Educational Resources Information Center

    Chagas, Isabel; Faria, Claudia; Mourato, Dulce; Pereira, Goncalo; Santos, Afonso

    2012-01-01

    The objectives of this project were to: i) describe the experience of implementing Problem-Based Learning in an online course over three consecutive academic years, ii) analyse the learning environment generated, iii) discuss impacts on students' active participation, based on the analysis of their interactions. The participants were 30 students,…

  4. The Views of Undergraduates about Problem-Based Learning Applications in a Biochemistry Course

    ERIC Educational Resources Information Center

    Tarhan, Leman; Ayyildiz, Yildizay

    2015-01-01

    The effect of problem-based learning (PBL) applications in an undergraduate biochemistry course on students' interest in this course was investigated through four modules during one semester. Students' views about active learning and improvement in social skills were also collected and evaluated. We conducted the study with 36 senior students from…

  5. Problem-Based Learning in the Educational Psychology Classroom: Bahraini Teacher Candidates' Experience

    ERIC Educational Resources Information Center

    Razzak, Nina Abdul

    2012-01-01

    There was a concern from faculty at Bahrain Teachers' College that undergraduate Bahraini students lack the necessary competencies needed for success in educational contexts that are conducive to active, student-centered learning. It was decided that the students be introduced to a problem-based learning (PBL) strategy in one of their educational…

  6. Engaging Pre-Service Middle-School Teacher-Education Students in Mathematical Problem Posing: Development of an Active Learning Framework

    ERIC Educational Resources Information Center

    Ellerton, Nerida F.

    2013-01-01

    Although official curriculum documents make cursory mention of the need for problem posing in school mathematics, problem posing rarely becomes part of the implemented or assessed curriculum. This paper provides examples of how problem posing can be made an integral part of mathematics teacher education programs. It is argued that such programs…

  7. Using problem based learning and guided inquiry in a high school acid-base chemistry unit

    NASA Astrophysics Data System (ADS)

    McKinley, Katie

    The purpose of this investigation was to determine if incorporating problem based learning and guided inquiry would improve student achievement in an acid base unit for high school chemistry. The activities and labs in the unit were modified to be centered around the problem of a fish kill that students investigated. Students also participated in guided inquiry labs to increase the amount of critical thinking and problem solving being done in the classroom. The hypothesis was that the implementation of problem based learning and guided inquiry would foster student learning. Students took a pre-test and post-test on questions covering the objectives of the acid base unit. These assessments were compared to determine the effectiveness of the unit. The results indicate that the unit was effective in increasing student performance on the unit test. This study also analyzed the process of problem based learning. Problem based learning can be an effective method of engaging students in inquiry. However, designing an effective problem based learning unit requires careful design of the problem and enough structure to assure students learn the intended content.

  8. Learning Microbiology through Cooperation: Designing Cooperative Learning Activities That Promote Interdependence, Interaction, and Accountability.

    ERIC Educational Resources Information Center

    Trempy, Janine E.; Skinner, Monica M.; Siebold, William A.

    2002-01-01

    Describes the course "The World According to Microbes" which puts science, mathematics, engineering, and technology majors into teams of students charged with problem solving activities that are microbial in origin. Describes the development of learning activities that utilize key components of cooperative learning including positive…

  9. [Field Learning Activities].

    ERIC Educational Resources Information Center

    Nolde Forest Environmental Education Center, Reading, PA.

    Seventy field activities, pertinent to outdoor, environmental studies, are described in this compilation. Designed for elementary and junior high school students, the activities cover many discipline areas--science, social studies, language arts, health, history, mathematics, and art--and many are multidisciplinary in use. Topics range from soil…

  10. Integration of Problem-based Learning and Innovative Technology Into a Self-Care Course

    PubMed Central

    2013-01-01

    Objective. To assess the integration of problem-based learning and technology into a self-care course. Design. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Assessments. Students’ scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Conclusion. Integrating problem-based learning and technology into a self-care course enabled students to become active learners. PMID:23966730

  11. Using Oceanography to Support Active Learning

    NASA Astrophysics Data System (ADS)

    Byfield, V.

    2012-04-01

    Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from

  12. Problem-based Learning in a Competency-based World.

    ERIC Educational Resources Information Center

    Bechtel, Gregory A.; Davidhizar, Ruth; Bradshaw, Martha J.

    1999-01-01

    Problem-based learning emphasizes critical thinking and clinical judgment. Competency-based education focuses on clinical competence. A merger of the two in nursing education could generate higher levels of inquiry and more expert clinicians. (SK)

  13. Learning Related Visual Problems. ERIC Fact Sheet.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.

    This fact sheet defines vision, outlines the visual skills needed for school achievement (ocular motility, binocularity, eye-hand coordination skills, and visual form perception), and describes how visual problems are evaluated and treated. The fact sheet also lists clues to look for when a visual problem is suspected, including the appearance of…

  14. Cognitive Functioning in Children with Learning Problems

    ERIC Educational Resources Information Center

    Schwenck, Christina; Dummert, Friederike; Endlich, Darius; Schneider, Wolfgang

    2015-01-01

    Several cognitive deficits associated with reading and mathematics problems have been identified. However, only few studies assessed the impact of these variables in children with combined problems in reading and arithmetics, and none of these studies included children with low IQ. This longitudinal study was designed to assess the impact of…

  15. Teaching and Learning through Problem Solving

    ERIC Educational Resources Information Center

    Ollerton, Mike

    2007-01-01

    In this article, the author relates some problem solving work with primary schools to Department for Children, Schools, and Families (DfES) support. In four primary schools in the West Midlands, the focus was teaching mathematics through problem solving, based on materials published on the DfES "standards" website. The author noticed the way…

  16. Problems Implementing Problem-Based Learning by a Private Malaysian University

    ERIC Educational Resources Information Center

    Tik, Chan Chang

    2014-01-01

    In this case study the focus is on lecturers' readiness in the design of PBL problems and to facilitate students' learning. This paper also looks into students' readiness in terms of acquiring metacognitive skills and collaborating in group to solve PBL problems. Problems encountered by both lecturers and students are discussed in the context of…

  17. Problem-Based Learning: Using Ill-Structured Problems in Biology Project Work

    ERIC Educational Resources Information Center

    Chin, Christine; Chia, Li-Gek

    2006-01-01

    This case study involved year 9 students carrying out project work in biology via problem-based learning. The purpose of the study was to (a) find out how students approach and work through ill-structured problems, (b) identify some issues and challenges related to the use of such problems, and (c) offer some practical suggestions on the…

  18. Menstrual Problems Experienced by Women with Learning Disabilities

    ERIC Educational Resources Information Center

    Rodgers, Jackie; Lipscombe, Jo; Santer, Miriam

    2006-01-01

    Background: Menstruation appears to be problematic for women with learning disabilities, yet there has been little quantitative research on their experiences, or comparisons with other groups of women. This paper considers the nature and extent of menstrual problems experienced by women with learning disabilities. Methods: The data reported here…

  19. Computer-Supported Problem-Based Learning. Final Grant Report.

    ERIC Educational Resources Information Center

    Koschmann, Timothy

    Southern Illinois University developed an instructional approach for supporting collaborative, problem-based learning (PBL) in medical education. A succession of software tools were developed and refined to implement this approach, and a technology-enriched facility, the "Collaborative Learning Lab" (CLL) was designed. The paper describes two…

  20. Impact of Problem-Based Learning to Students and Teachers

    ERIC Educational Resources Information Center

    Hirca, Necati

    2011-01-01

    The Ministry of National Education of Turkey has decided to give up traditional methods to be used in the classes and to develop a new secondary school curriculum based on Context-Based Learning (CBL) in 2007. This paper discusses integrating Problem-Based Learning (PBL) tasks into the new physics curriculum in Turkey. A brief overview of a…

  1. Goals and Strategies of a Problem-Based Learning Facilitator

    ERIC Educational Resources Information Center

    Hmelo-Silver, Cindy E.; Barrows, Howard S.

    2006-01-01

    This paper describes an analysis of facilitation of a student-centered problem-based learning group. The focus of this analysis was to understand the goals and strategies of an expert facilitator in support of collaborative learning. This was accomplished through interaction analysis using video data and stimulated recall to examine two PBL group…

  2. Scaffolding Problem-Based Learning with CSCL Tools

    ERIC Educational Resources Information Center

    Lu, Jingyan; Lajoie, Susanne P.; Wiseman, Jeffrey

    2010-01-01

    Small-group medical problem-based learning (PBL) was a pioneering form of collaborative learning at the university level. It has traditionally been delivered in face-to-face text-based format. With the advancement of computer technology and progress in CSCL, educational researchers are now exploring how to design digitally-implemented scaffolding…

  3. Learning in Open-Ended Technology Environments: Problems and Issues.

    ERIC Educational Resources Information Center

    Land, Susan M.; Hannafin, Michael J.

    This paper critically analyzes problems and issues related to learning with open, technology-based environments. Theoretical assumptions that underlie learning in this type of environment are clarified in the first section. The second section addresses imitations in adaptive capabilities of technology, including: the learner relies upon feedback…

  4. A Multilevel Analysis of Problem-Based Learning Design Characteristics

    ERIC Educational Resources Information Center

    Scott, Kimberly S.

    2014-01-01

    The increasing use of experience-centered approaches like problem-based learning (PBL) by learning and development practitioners and management educators has raised interest in how to design, implement and evaluate PBL in that field. Of particular interest is how to evaluate the relative impact of design characteristics that exist at the…

  5. Implementation of Problem-Based Learning in Environmental Chemistry

    ERIC Educational Resources Information Center

    Jansson, Stina; So¨derstro¨m, Hanna; Andersson, Patrik L.; Nording, Malin L.

    2015-01-01

    Environmental Chemistry covers a range of topics within the discipline of chemistry, from toxicology to legislation, which warrants interdisciplinary study. Consequently, problem-based learning (PBL), a style of student-centered learning which facilitates the integration of multiple subjects, was investigated to determine if it would be a more…

  6. The Guinea Pigs of a Problem-Based Learning Curriculum

    ERIC Educational Resources Information Center

    Reddy, Sarasvathie; McKenna, Sioux

    2016-01-01

    Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as "Guinea pigs" at the mercy of a curriculum experiment. This article interrogates and problematises the "Guinea pig" identity ascribed to and assumed by the first cohort of…

  7. On stochastic approximation algorithms for classes of PAC learning problems

    SciTech Connect

    Rao, N.S.V.; Uppuluri, V.R.R.; Oblow, E.M.

    1994-03-01

    The classical stochastic approximation methods are shown to yield algorithms to solve several formulations of the PAC learning problem defined on the domain [o,1]{sup d}. Under some assumptions on different ability of the probability measure functions, simple algorithms to solve some PAC learning problems are proposed based on networks of non-polynomial units (e.g. artificial neural networks). Conditions on the sizes of these samples required to ensure the error bounds are derived using martingale inequalities.

  8. Impact of Problem-Based Learning in a Large Classroom Setting: Student Perception and Problem-Solving Skills

    ERIC Educational Resources Information Center

    Klegeris, Andis; Hurren, Heather

    2011-01-01

    Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better…

  9. Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding

    PubMed Central

    Crooks, Noelle M.; Alibali, Martha W.

    2013-01-01

    This study investigated whether activating elements of prior knowledge can influence how problem solvers encode and solve simple mathematical equivalence problems (e.g., 3 + 4 + 5 = 3 + __). Past work has shown that such problems are difficult for elementary school students (McNeil and Alibali, 2000). One possible reason is that children's experiences in math classes may encourage them to think about equations in ways that are ultimately detrimental. Specifically, children learn a set of patterns that are potentially problematic (McNeil and Alibali, 2005a): the perceptual pattern that all equations follow an “operations = answer” format, the conceptual pattern that the equal sign means “calculate the total”, and the procedural pattern that the correct way to solve an equation is to perform all of the given operations on all of the given numbers. Upon viewing an equivalence problem, knowledge of these patterns may be reactivated, leading to incorrect problem solving. We hypothesized that these patterns may negatively affect problem solving by influencing what people encode about a problem. To test this hypothesis in children would require strengthening their misconceptions, and this could be detrimental to their mathematical development. Therefore, we tested this hypothesis in undergraduate participants. Participants completed either control tasks or tasks that activated their knowledge of the three patterns, and were then asked to reconstruct and solve a set of equivalence problems. Participants in the knowledge activation condition encoded the problems less well than control participants. They also made more errors in solving the problems, and their errors resembled the errors children make when solving equivalence problems. Moreover, encoding performance mediated the effect of knowledge activation on equivalence problem solving. Thus, one way in which experience may affect equivalence problem solving is by influencing what students encode about the

  10. Use of a problem-based learning exercise to teach the lean 8-step problem-solving method.

    PubMed

    Tovar, Elizabeth G; Warshawsky, Nora

    2015-01-01

    Doctor of nursing practice (DNP) graduates must be prepared to lead quality improvement (QI) initiatives in health care settings; however, effective and feasible teaching strategies pose a challenge for many DNP program faculties. This article describes a successful and practical problem-based learning exercise for students to work through the QI process using the Lean 8-step problem-solving method. Suggestions for faculty and recommendations for future activities are discussed. PMID:25695501

  11. Open Space Learning Activities

    ERIC Educational Resources Information Center

    Knapp, Clifford E.

    1976-01-01

    Describes a science activity in which students are given an opportunity to consider the values of open space. The program includes direct involvement as communicators of feelings and facts, leading students to a position of making wise decisions for land use in the future. (EB)

  12. Active Learning Strategies in Face-to-Face Courses. IDEA Paper #53

    ERIC Educational Resources Information Center

    Millis, Barbara J.

    2012-01-01

    As numerous research studies suggest, teachers who desire increased student learning should adopt active learning. This article explores the research, defines active learning, discusses its value, offers suggestions for implementing it, and provides six concrete examples of active learning approaches: Thinking-Aloud Pair Problem-Solving;…

  13. Transfer Learning for Activity Recognition: A Survey

    PubMed Central

    Cook, Diane; Feuz, Kyle D.; Krishnan, Narayanan C.

    2013-01-01

    Many intelligent systems that focus on the needs of a human require information about the activities being performed by the human. At the core of this capability is activity recognition, which is a challenging and well-researched problem. Activity recognition algorithms require substantial amounts of labeled training data yet need to perform well under very diverse circumstances. As a result, researchers have been designing methods to identify and utilize subtle connections between activity recognition datasets, or to perform transfer-based activity recognition. In this paper we survey the literature to highlight recent advances in transfer learning for activity recognition. We characterize existing approaches to transfer-based activity recognition by sensor modality, by differences between source and target environments, by data availability, and by type of information that is transferred. Finally, we present some grand challenges for the community to consider as this field is further developed. PMID:24039326

  14. Social Issues and Problem-Based Learning in Sociology: Opportunities and Challenges in the Undergraduate Classroom

    ERIC Educational Resources Information Center

    Eglitis, Daina S.; Buntman, Fran L.; Alexander, Dameon V.

    2016-01-01

    This article discusses the use of problem-based learning (PBL) in the undergraduate sociology classroom. PBL shifts students from the role of passive listeners and learners to active knowledge builders and communicators through the use of concise and engaging social problem cases. PBL creates opportunities for building substantive area knowledge,…

  15. Robotics Projects and Learning Concepts in Science, Technology and Problem Solving

    ERIC Educational Resources Information Center

    Barak, Moshe; Zadok, Yair

    2009-01-01

    This paper presents a study about learning and the problem solving process identified among junior high school pupils participating in robotics projects in the Lego Mindstorm environment. The research was guided by the following questions: (1) How do pupils come up with inventive solutions to problems in the context of robotics activities? (2)…

  16. The Impact of Concept Mapping on the Process of Problem-Based Learning

    ERIC Educational Resources Information Center

    Zwaal, Wichard; Otting, Hans

    2012-01-01

    A concept map is a graphical tool to activate and elaborate on prior knowledge, to support problem solving, promote conceptual thinking and understanding, and to organize and memorize knowledge. The aim of this study is to determine if the use of concept mapping (CM) in a problem-based learning (PBL) curriculum enhances the PBL process. The paper…

  17. Adapting Active Learning in Ethiopia

    ERIC Educational Resources Information Center

    Casale, Carolyn Frances

    2010-01-01

    Ethiopia is a developing country that has invested extensively in expanding its educational opportunities. In this expansion, there has been a drastic restructuring of its system of preparing teachers and teacher educators. Often, improving teacher quality is dependent on professional development that diversifies pedagogy (active learning). This…

  18. Oral Hygiene. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This learning activity package on oral hygiene is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  19. Active Learning in Introductory Climatology.

    ERIC Educational Resources Information Center

    Dewey, Kenneth F.; Meyer, Steven J.

    2000-01-01

    Introduces a software package available for the climatology curriculum that determines possible climatic events according to a long-term climate history. Describes the integration of the software into the curriculum and presents examples of active learning. (Contains 19 references.) (YDS)

  20. Inquiry Teaching in Science - Problem Based Learning (PBL) in Astronomy

    NASA Astrophysics Data System (ADS)

    Soares, Rosa; Teixeira, Daniel; Roxo, Áurea; Ruas, Fátima

    2015-04-01

    Problem Based Learning (PBL) is a teaching methodology based on the Inquiry Teaching approach, which consists in finding a solution to a problem that requires the use of higher-level cognitive skills. It's best carried out in small groups. The scenario or problem must lead the student to ask questions and to find solutions through research. This methodology is a research-oriented approach, because it starts with questions (asked by the students after being introduced to the problem), it encourages the search for solutions, it develops scientific reasoning, and it helps students to learn about key aspects of scientific research, such as gathering data, finding evidence, looking for solutions, discussing and presenting findings. In PBL the teacher has the role of facilitator. In the study of the Solar System, the study of the Moon's craters started with the observation of photos, which led the students to ask questions like "What determines the size and shape of the craters?". To answer this question the students hypothesized about the size, speed and distance travelled of the object that hit the Moon. The students then planned and carried out an experimental activity to validate their hypotheses, using balls of different sizes and materials. The diameter and depth of the craters were estimated using Salsa J. With the data obtained in this experiment, the students did a Gowin's V diagram. In order to determine the relation between the characteristics of the celestial bodies and the craters formed, both on the Moon and on the Earth, we studied the Earth's craters. We used Impact Calculator, a program that estimates the effects of an impact on the Earth, using several variables, such as the size and density of the meteorite, and the speed and angle at which it impacts the Earth's surface. Another problem started with the film Visions of the Cosmos. It raised questions such as "Is there a relation between the Earth's past and the origin of the Solar System?" "How are

  1. Quality Training and Learning in Aviation: Problems of Alignment

    NASA Technical Reports Server (NTRS)

    Moore, Phillip J.; Lehrer, Henry R.; Telfer, Ross A.

    2001-01-01

    The challenge of producing training programs that lead to quality learning outcomes is ever present in aviation, especially when economic and regulatory pressures are brought into the equation. Previous research by Telfer & Moore (1997) indicates the importance of appropriate alignment of beliefs about learning across all levels of an organization from the managerial level, through the instructor/check and training level, to the pilots and other crew. This paper argues for a central focus on approaches to learning and training that encourage understanding, problem solving and application. Recent research in the area is emphasized as are methods and techniques for enhancing deeper learning.

  2. Effectiveness of Problem-Based Learning in Introductory Business Courses

    ERIC Educational Resources Information Center

    Hartman, Katherine B.; Moberg, Christopher R.; Lambert, Jamie M.

    2013-01-01

    Problem-based learning (PBL) is an instructional approach that provides learners with opportunities to identify solutions to ill-structured, real-world problems. Previous research provides evidence to support claims about the positive effects of PBL on cognitive skill development and knowledge retention. This study contributes to existing…

  3. Problem-Based Learning: A Tutorial Model Incorporating Pharmaceutical Diagnosis.

    ERIC Educational Resources Information Center

    Culbertson, Vaughn L.; And Others

    1997-01-01

    Describes the problem-based learning methodology used at Idaho State University College of Pharmacy. Objectives of the four-semester course sequence are to emphasize fundamental basic science concepts, develop a system for pharmaceutical diagnosis, facilitate development of clinical problem-solving skills before clerkship, foster team-oriented…

  4. Conceptual Learning in a Principled Design Problem Solving Environment

    ERIC Educational Resources Information Center

    Prusak, Naomi; Hershkowitz, Rina; Schwarz, Baruch B.

    2013-01-01

    To what extent can instructional design be based on principles for instilling a culture of problem solving and conceptual learning? This is the main focus of the study described in this paper, in which third grade students participated in a one-year course designed to foster problem solving and mathematical reasoning. The design relied on five…

  5. Implementation of Problem Based Learning among Nursing Students

    ERIC Educational Resources Information Center

    Hamdan, Abdul Rahim; Kwan, Chan Li; Khan, Aqeel; Ghafar, Mohamed Najib Abdul; Sihes, Ahmad Johari

    2014-01-01

    Critical thinking and effective problem solving skills have been regarded as an important element and as an educational outcome in professional nursing. The purpose of this study is to examine the implementation of Problem Based Learning (PBL) among nursing students. More specifically, it compares pretest and post test scores of the implementation…

  6. Educating Information Professionals with Problem based Learning and Collaborative Technology.

    ERIC Educational Resources Information Center

    Rosenbaum, Howard

    2001-01-01

    Problem based learning (PBL) is offered as an example of a problem-focused and student-centered pedagogical approach that foregrounds the curricular imperatives outlined in the KALPIER Report and provides an innovative educational experience for students. A successful implementation of PBL in a graduate level course in e-commerce illustrates…

  7. The Effects of Service Learning on Student Problem Solving

    ERIC Educational Resources Information Center

    Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan; Zong, Xiaoli

    2016-01-01

    Previous research indicated that service learning (SL) is an effective pedagogy to improve students' problem-solving ability and increase their classroom engagement. However, studies on SL are rare in China. This study examined the effects of SL on the problem solving of Chinese undergraduate students as well as the mechanism through which it…

  8. Psychosocial Functioning of Young Children with Learning Problems

    ERIC Educational Resources Information Center

    Gadeyne, Els; Ghesquiere, Pol; Onghena, Patrick

    2004-01-01

    Background: In this study, psychosocial functioning of different groups of young children with learning problems was investigated using a diverse set of psychosocial variables (including behaviour problems, academic motivation, social preference, and self-concept). Methods: For this purpose, children with low academic achievement, with a specific…

  9. An Integrated, Problem-Based Learning Material: The "Satellite" Module

    ERIC Educational Resources Information Center

    Selcuk, Gamze Sezgin; Emiroglu, Handan Byacioglu; Tarakci, Mehmet; Ozel, Mustafa

    2011-01-01

    The purpose of this study is to introduce a problem-based learning material, the Satellite Module, that has integrated some of the subjects included in the disciplines of physics and mathematics at an introductory level in undergraduate education. The reason why this modular and problem-based material has been developed is to enable students to…

  10. Problems in Awarding and Transferring Experiential Learning Credits.

    ERIC Educational Resources Information Center

    Kintzer, Frederick C.

    1979-01-01

    The problems in granting experiential learning credit and the exchange and use of such credit are discussed. Because of the shift in attention from traditional curricula to nontraditional programming and services, many problems exist for both the institutions and the adult students returning to school. (MLW)

  11. Problem-Based Learning: Can It Improve Managerial Thinking?

    ERIC Educational Resources Information Center

    Smith, Gerald F.

    2005-01-01

    Problem-based learning (PBL), widely employed in medical schools, has much to offer management education as well. This article presents a comparative analysis of PBL's likely benefits for medical and management education. Its considerable value notwithstanding, researchers have argued that PBL does not develop medical students' problem-solving…

  12. Managing Problem-Based Learning in Large Lecture Sections

    ERIC Educational Resources Information Center

    Bledsoe, Karen E.

    2011-01-01

    Problem-based learning can enhance reasoning and concept development among undergraduate college students by presenting content within authentic contexts. However, large lecture sections present problems and barriers to implementing PBL. This article discusses approaches used by the author to infuse PBL into large biology lecture sections, and…

  13. Peer Instruction Enhanced Meaningful Learning: Ability to Solve Novel Problems

    ERIC Educational Resources Information Center

    Cortright, Ronald N.; Collins, Heidi L.; DiCarlo, Stephen E.

    2005-01-01

    Students must be able to interpret, relate, and incorporate new information with existing knowledge and apply the new information to solve novel problems. Peer instruction is a cooperative learning technique that promotes critical thinking, problem solving, and decision-making skills. Therefore, we tested the hypothesis that peer instruction…

  14. Problem-Based Learning: As Authentic as It Gets.

    ERIC Educational Resources Information Center

    Stepien, William; Gallagher, Shelagh

    1993-01-01

    For three years, Center for Problem-Based Learning at Illinois Mathematics and Science Academy has been developing innovative programs in various K-12 settings. Students meet an "ill-structured problem" (like thorium waste) before receiving instruction. Teachers act as coaches and tutors, probing findings, hypotheses, and conclusions; sharing…

  15. Problems as Possibilities: Problem-Based Learning for K-16 Education. 2nd Edition.

    ERIC Educational Resources Information Center

    Torp, Linda; Sage, Sara

    This book serves as a guide for educators who want to know about and use problem-based learning (PBL) in their schools. Chapter 1 provides anecdotal reports by teachers and students, including examples from universities as well as elementary and secondary education. Chapter 2 gives an overview of PBL for those who want to learn more about the…

  16. Stimulating Deep Learning Using Active Learning Techniques

    ERIC Educational Resources Information Center

    Yew, Tee Meng; Dawood, Fauziah K. P.; a/p S. Narayansany, Kannaki; a/p Palaniappa Manickam, M. Kamala; Jen, Leong Siok; Hoay, Kuan Chin

    2016-01-01

    When students and teachers behave in ways that reinforce learning as a spectator sport, the result can often be a classroom and overall learning environment that is mostly limited to transmission of information and rote learning rather than deep approaches towards meaningful construction and application of knowledge. A group of college instructors…

  17. Comparison of Example-Based Learning and Problem-Based Learning in Engineering Domain

    ERIC Educational Resources Information Center

    Sern, Lai Chee; Salleh, Kahirol Mohd; Sulaiman, Nor lisa; Mohamad, Mimi Mohaffyza; Yunos, Jailani Md

    2015-01-01

    The research was conducted to compare the impacts of problem-based learning (PBL) and example-based learning (EBL) on the learning performance in an engineering domain. The research was implemented by means of experimental design. Specifically, a two-group experiment with a pre- and post-test design was used in this research. A total of 37…

  18. Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education

    ERIC Educational Resources Information Center

    Golightly, Aubrey; Raath, Schalk

    2015-01-01

    In South Africa, geography education students' approach to deep learning has received little attention. Therefore the purpose of this one-shot experimental case study was to evaluate the extent to which first-year geography education students used deep or surface learning in an embedded problem-based learning (PBL) format. The researchers…

  19. Effect of Worksheet Scaffolds on Student Learning in Problem-Based Learning

    ERIC Educational Resources Information Center

    Choo, Serene S. Y.; Rotgans, Jerome I.; Yew, Elaine H. J.; Schmidt, Henk G.

    2011-01-01

    The purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups--one with a worksheet provided and the other without. Students' learning of the topic at hand…

  20. Problem-Based Learning and Learning Approach: Is There a Relationship?

    ERIC Educational Resources Information Center

    Groves, Michele

    2005-01-01

    Aim: To assess the influence of a graduate-entry PBL (problem-based learning) curriculum on individual learning style; and to investigate the relationship between learning style, academic achievement and clinical reasoning skill. Method: Subjects were first-year medical students completed the Study Process Questionnaire at the commencement, and…

  1. Do Learning Approaches of Medical Students Affect Their Satisfaction with Problem-Based Learning?

    ERIC Educational Resources Information Center

    Gurpinar, Erol; Kulac, Esin; Tetik, Cihat; Akdogan, Ilgaz; Mamakli, Sumer

    2013-01-01

    The aim of this research was to determine the satisfaction of medical students with problem-based learning (PBL) and their approaches to learning to investigate the effect of learning approaches on their levels of satisfaction. The study group was composed of medical students from three different universities, which apply PBL at different levels…

  2. Teaching Geometry through Problem-Based Learning

    ERIC Educational Resources Information Center

    Schettino, Carmel

    2011-01-01

    About seven years ago, the mathematics teachers at the author's secondary school came to the conclusion that they were not satisfied with their rather traditional geometry textbook. The author had already begun using a problem-based approach to teaching geometry in her classes, a transition for her and her students that inspired her to write about…

  3. Teaching, Learning and Assessing Statistical Problem Solving

    ERIC Educational Resources Information Center

    Marriott, John; Davies, Neville; Gibson, Liz

    2009-01-01

    In this paper we report the results from a major UK government-funded project, started in 2005, to review statistics and handling data within the school mathematics curriculum for students up to age 16. As a result of a survey of teachers we developed new teaching materials that explicitly use a problem-solving approach for the teaching and…

  4. On Problem Situations and Science Learning.

    ERIC Educational Resources Information Center

    Hadzigeorgiou, Yannis

    1999-01-01

    The thinking process does not always start with problem situations that produce cognitive conflict, and the confrontation of students' misconceptions is not always successful as a teaching approach. Contends that curiosity and mystery appear to excite human thinking and could therefore be considered to be the starting point in science teaching and…

  5. Should Children Learn to Solve Problems?

    ERIC Educational Resources Information Center

    Watras, Joseph

    2011-01-01

    In this comparative essay, the author discusses the opposing educational theories of John Dewey and Gregory Bateson. While Dewey believed that the scientific method was the dominant method of solving problems and thereby acquiring knowledge that mattered, Bateson warned that this one-sided approach would lead to actions that could destroy the…

  6. Learning Ethics through Everyday Problems: Informed Consent

    ERIC Educational Resources Information Center

    Verdu, Fernando; Frances, Francesc; Castello, Ana

    2012-01-01

    The teaching of bioethics and its importance in clinical relationships is to a certain extent complicated when we address students of medicine, young people who are more used to dealing with and solving strictly clinical problems. Informed Consent is one of the aspects of professional practice that is generally and widely accepted in Western…

  7. Connecting Family Learning and Active Citizenship

    ERIC Educational Resources Information Center

    Flanagan, Mary

    2009-01-01

    In Ireland family learning and active citizenship has not been linked together until 2006. It was while the Clare Family Learning Project was involved in a family learning EU learning network project, that a suggestion to create a new partnership project linking both areas was made and FACE IT! was born (Families and Active Citizenship…

  8. Redesigning Problem-Based Learning in the Knowledge Creation Paradigm for School Science Learning

    ERIC Educational Resources Information Center

    Yeo, Jennifer; Tan, Seng Chee

    2014-01-01

    The introduction of problem-based learning into K-12 science classrooms faces the challenge of achieving the dual goal of learning science content and developing problem-solving skills. To overcome this content-process tension in science classrooms, we employed the knowledge-creation approach as a boundary object between the two seemingly…

  9. Wisconsin College for Kids Stresses Active, Independent Learning.

    ERIC Educational Resources Information Center

    Notar, Ellen Elms; Deutsch, Robin

    1983-01-01

    This report describes the second year of an award-winning summer enrichment program aimed at developing independent learning skills and encouraging lifelong learning in gifted elementary students. The program featured contact with university scholars actively involved in problem solving, introduction to general bodies of knowledge, and in-depth…

  10. Using Guided, Corpus-Aided Discovery to Generate Active Learning

    ERIC Educational Resources Information Center

    Huang, Li-Shih

    2008-01-01

    Over the years, educators have proposed a variety of active learning pedagogical approaches that focus on encouraging students to discover for themselves the principles and solutions that will engage them in learning and enhance their educational outcomes. Among these approaches are problem-based, inquiry-based, experiential, and discovery…

  11. Active Learning with Irrelevant Examples

    NASA Technical Reports Server (NTRS)

    Wagstaff, Kiri; Mazzoni, Dominic

    2009-01-01

    An improved active learning method has been devised for training data classifiers. One example of a data classifier is the algorithm used by the United States Postal Service since the 1960s to recognize scans of handwritten digits for processing zip codes. Active learning algorithms enable rapid training with minimal investment of time on the part of human experts to provide training examples consisting of correctly classified (labeled) input data. They function by identifying which examples would be most profitable for a human expert to label. The goal is to maximize classifier accuracy while minimizing the number of examples the expert must label. Although there are several well-established methods for active learning, they may not operate well when irrelevant examples are present in the data set. That is, they may select an item for labeling that the expert simply cannot assign to any of the valid classes. In the context of classifying handwritten digits, the irrelevant items may include stray marks, smudges, and mis-scans. Querying the expert about these items results in wasted time or erroneous labels, if the expert is forced to assign the item to one of the valid classes. In contrast, the new algorithm provides a specific mechanism for avoiding querying the irrelevant items. This algorithm has two components: an active learner (which could be a conventional active learning algorithm) and a relevance classifier. The combination of these components yields a method, denoted Relevance Bias, that enables the active learner to avoid querying irrelevant data so as to increase its learning rate and efficiency when irrelevant items are present. The algorithm collects irrelevant data in a set of rejected examples, then trains the relevance classifier to distinguish between labeled (relevant) training examples and the rejected ones. The active learner combines its ranking of the items with the probability that they are relevant to yield a final decision about which item

  12. Concept Learning for Achieving Personalized Ontologies: An Active Learning Approach

    NASA Astrophysics Data System (ADS)

    Şensoy, Murat; Yolum, Pinar

    In many multiagent approaches, it is usual to assume the existence of a common ontology among agents. However, in dynamic systems, the existence of such an ontology is unrealistic and its maintenance is cumbersome. Burden of maintaining a common ontology can be alleviated by enabling agents to evolve their ontologies personally. However, with different ontologies, agents are likely to run into communication problems since their vocabularies are different from each other. Therefore, to achieve personalized ontologies, agents must have a means to understand the concepts used by others. Consequently, this paper proposes an approach that enables agents to teach each other concepts from their ontologies using examples. Unlike other concept learning approaches, our approach enables the learner to elicit most informative examples interactively from the teacher. Hence, the learner participates to the learning process actively. We empirically compare the proposed approach with the previous concept learning approaches. Our experiments show that using the proposed approach, agents can learn new concepts successfully and with fewer examples.

  13. Embedding Game-Based Problem-Solving Phase into Problem-Posing System for Mathematics Learning

    ERIC Educational Resources Information Center

    Chang, Kuo-En; Wu, Lin-Jung; Weng, Sheng-En; Sung, Yao-Ting

    2012-01-01

    A problem-posing system is developed with four phases including posing problem, planning, solving problem, and looking back, in which the "solving problem" phase is implemented by game-scenarios. The system supports elementary students in the process of problem-posing, allowing them to fully engage in mathematical activities. In total, 92 fifth…

  14. Learning and interactivity in solving a transformation problem.

    PubMed

    Guthrie, Lisa G; Vallée-Tourangeau, Frédéric; Vallée-Tourangeau, Gaëlle; Howard, Chelsea

    2015-07-01

    Outside the psychologist's laboratory, thinking proceeds on the basis of a great deal of interaction with artefacts that are recruited to augment problem-solving skills. The role of interactivity in problem solving was investigated using a river-crossing problem. In Experiment 1A, participants completed the same problem twice, once in a low interactivity condition, and once in a high interactivity condition (with order counterbalanced across participants). Learning, as gauged in terms of latency to completion, was much more pronounced when the high interactivity condition was experienced second. When participants first completed the task in the high interactivity condition, transfer to the low interactivity condition during the second attempt was limited; Experiment 1B replicated this pattern of results. Participants thus showed greater facility to transfer their experience of completing the problem from a low to a high interactivity condition. Experiment 2 was designed to determine the amount of learning in a low and high interactivity condition; in this experiment participants completed the problem twice, but level of interactivity was manipulated between subjects. Learning was evident in both the low and high interactivity groups, but latency per move was significantly faster in the high interactivity group, in both presentations. So-called problem isomorphs instantiated in different task ecologies draw upon different skills and abilities; a distributed cognition analysis may provide a fruitful perspective on learning and transfer. PMID:25616778

  15. Situated student learning and spatial informational analysis for environmental problems

    NASA Astrophysics Data System (ADS)

    Olsen, Timothy Paul

    Ninth and tenth grade high school Biology student research teams used spatial information analysis tools to site a prairie restoration plot on a 55 acre campus during a four-week environment unit. Students made use of innovative technological practices by applying geographic information systems (GIS) approaches to solving environmental and land use problems. Student learning was facilitated by starting with the students' initial conceptions of computing, local landscape and biological environment, and then by guiding them through a problem-based science project process. The project curriculum was framed by the perspective of legitimate peripheral participation (Lave & Wenger, 1991) where students were provided with learning opportunities designed to allow them to act like GIS practitioners. Sociocultural lenses for learning were employed to create accounts of human mental processes that recognize the essential relationship between these processes and their cultural, historical, and institutional settings (Jacob, 1997; Wertsch, 1991). This research investigated how student groups' meaning-making actions were mediated by GIS tools on the periphery of a scientific community of practice. Research observations focused on supporting interpretations of learners' socially constructed actions and the iterative building of assertions from multiple sources. These included the artifacts students produced, the tools they used, the cultural contexts that constrained their activity, and how people begin to adopt ways of speaking (speech genres) of the referent community to negotiate meanings and roles. Students gathered field observations and interpreted attributes of landscape entities from the GIS data to advocate for an environmental decision. However, even while gaining proficiencies with GIS tools, most students did not begin to appropriate roles from the GIS community of practice. Students continued to negotiate their project actions simply as school exercises motivated by

  16. History and Evolution of Active Learning Spaces

    ERIC Educational Resources Information Center

    Beichner, Robert J.

    2014-01-01

    This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.

  17. Dynamic Visual Computer Design for Factors and Multiples Word Problem Learning

    ERIC Educational Resources Information Center

    Hsieh, Chejen; Lin, Shouhua

    2008-01-01

    This study employs the Excel function to design dynamic visual activities for factors and multiples word problem learning. A teaching experiment was carried out eight times in 4 weeks on three fifth grade students. The result showed that after using multiple-linked representations activities, students made greater progress in understanding target…

  18. Determining the Effectiveness of Prompts for Self-Regulated Learning in Problem-Solving Scenarios

    ERIC Educational Resources Information Center

    Ifenthaler, Dirk

    2012-01-01

    Cognitive scientists have studied internal cognitive structures, processes, and systems for decades in order to understand how they function in human learning. In order to solve challenging tasks in problem situations, learners not only have to perform cognitive activities, e.g., activating existing cognitive structures or organizing new…

  19. Professional Learning through the Collaborative Design of Problem-Solving Lessons

    ERIC Educational Resources Information Center

    Wake, Geoff; Swan, Malcolm; Foster, Colin

    2016-01-01

    This article analyses lesson study as a mode of professional learning, focused on the development of mathematical problem solving processes, using the lens of cultural-historical activity theory. In particular, we draw attention to two activity systems, the classroom system and the lesson-study system, and the importance of making artefacts…

  20. Understanding Individual Problem-Solving Style: A Key to Learning and Applying Creative Problem Solving

    ERIC Educational Resources Information Center

    Treffinger, Donald J.; Selby, Edwin C.; Isaksen, Scott G.

    2008-01-01

    More than five decades of research and development have focused on making the Creative Problem Solving process and tools accessible across a wide range of ages and contexts. Recent evidence indicates that when individuals, in both school and corporate settings, understand their own style of problem solving, they are able to learn and apply process…

  1. Solving Authentic Science Problems: Problem-based Learning Connects Science to the World Beyond School.

    ERIC Educational Resources Information Center

    Uyeda, Steve; Madden, John; Brigham, Lindy A.; Luft, Julie A.; Washburne, Jim

    2002-01-01

    Describes problem based learning (PBL) as a science teaching approach that combines both school and real-world science. Explains how to design an ill-structured problem considering local, state, and national standards; finding and preparing data; implementing PBL in the classroom; and its benefits and student assessment. Includes an example of PBL…

  2. Problem Based Learning: Use of the Portable Patient Problem Pack (P4).

    ERIC Educational Resources Information Center

    Scheiman, Mitchell; Whittaker, Steve

    1991-01-01

    The format and production of the portable patient problem pack, a patient simulation method designed for problem-based learning, are described. Clinical and didactic applications and development of materials specifically for optometric education are discussed and additional information for designing optometry-related materials is appended.…

  3. An Auto-Scoring Mechanism for Evaluating Problem-Solving Ability in a Web-Based Learning Environment

    ERIC Educational Resources Information Center

    Chiou, Chuang-Kai; Hwang, Gwo-Jen; Tseng, Judy C. R.

    2009-01-01

    The rapid development of computer and network technologies has attracted researchers to investigate strategies for and the effects of applying information technologies in learning activities; simultaneously, learning environments have been developed to record the learning portfolios of students seeking web information for problem-solving. Although…

  4. Four years of problem-based learning: a student's perspective.

    PubMed Central

    von Doebeln, G.

    1996-01-01

    After four years as a student in a medical school using problem-based learning I still find it an excellent way to learn. Group work has developed my personal skills and abilities. Learning how to obtain knowledge on my own has given me independence and confidence. Motivation to study has been encouraged by early clinical experience. Training in critical thinking has been further enhanced by in-depth studies. Medical education at the University of Linkoping has developed over the years and a contributing factor has been students' involvement in designing the medical training. There are benefits and disadvantages with problem-based learning, but on the whole it is an enjoyable and fruitful experience. Images p98-a PMID:8871459

  5. Using a Brief Form of Problem-Based Learning in a Research Methods Class: Perspectives of Instructor and Students

    ERIC Educational Resources Information Center

    Elder, Anastasia D.

    2015-01-01

    Problem based learning (PBL) is an instructional method aimed at engaging students in collaboratively solving an ill-structured problem. PBL has been presented and researched as an overhaul of existing curriculum design, yet a modified version may be attractive to college instructors who desire active learning on the part of their students, but…

  6. Water as Focus of Problem-Based Learning: An Integrated Curricular Program for Environmental Education in Secondary School

    ERIC Educational Resources Information Center

    Gutierrez-Perez, Jose; Pirrami, Franco

    2011-01-01

    In this paper, we explore some aspects regarding the introduction of an active learning approach to deal with environmental issues in secondary school during natural sciences lessons. Integrated curricular program and PBL (problem-based learning) are comprehensive approaches designed to engage students in investigation of authentic problems. We…

  7. Workshop on active learning: two examples

    NASA Astrophysics Data System (ADS)

    Ben Lakhdar, Zohra; Lahmar, Souad; Lakshminarayanan, Vasudevan

    2014-07-01

    Optics is an enabling science that has far ranging importance in many diverse fields. However, many students do not find it to be of great interest. A solution to this problem is to train teachers in active learning methodologies so that the subject matter can be presented to generate student interest. We describe a workshop to present an example of an active learning process in Optics developed for training of teachers in developing countries (a UNESCO project) and will focus on 2 two different activities: 1. Interference and diffraction is considered by students as being very hard to understand and is taught in most developing countries as purely theoretical with almost no experiments. Simple experiments to enhance the conceptual understanding of these wave phenomena will be presented and 2. Image formation by the eye. Here we will discuss myopia, hyperopia and astigmatism as well as accommodation. In this module we will discuss image. The objective of the workshop will be to provide an experience of the use of the active learning method in optics including the use of experiments, mind's on and hands-on exercises, group and class discussions

  8. Active Learning: Historical and Contemporary Perspectives.

    ERIC Educational Resources Information Center

    Page, Marilyn

    The purposes of the first two parts of this literature review are to clarify the concept of active learning and discuss the use and value of active learning models. In Part I, the perspectives of five historical proponents of active learning, Rousseau, Pestalozzi, Dewey, Kilpatrick, and Piaget, are discussed. The views of four contemporary…

  9. Student Active Learning Methods in Physical Chemistry

    NASA Astrophysics Data System (ADS)

    Hinde, Robert J.; Kovac, Jeffrey

    2001-01-01

    We describe two strategies for implementing active learning in physical chemistry. One involves supplementing a traditional lecture course with heavily computer-based active-learning exercises carried out by cooperative groups in a department computer lab. The other uses cooperative learning almost exclusively, supplemented by occasional mini-lectures. Both approaches seemed to result in better student learning and a more positive attitude toward the subject. On the basis of our respective experiences using active learning techniques, we discuss some of the strengths of these techniques and some of the challenges we encountered using the active-learning approach in teaching physical chemistry.

  10. Exploring Mathematics Problems Prepares Children to Learn from Instruction

    ERIC Educational Resources Information Center

    DeCaro, Marci S.; Rittle-Johnson, Bethany

    2012-01-01

    Both exploration and explicit instruction are thought to benefit learning in many ways, but much less is known about how the two can be combined. We tested the hypothesis that engaging in exploratory activities prior to receiving explicit instruction better prepares children to learn from the instruction. Children (159 second- to fourth-grade…

  11. Active Learning through Service-Learning

    ERIC Educational Resources Information Center

    Goldberg, Lynette R.; Richburg, Cynthia McCormick; Wood, Lisa A.

    2006-01-01

    Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active…

  12. Using standardized patients versus video cases for representing clinical problems in problem-based learning

    PubMed Central

    2016-01-01

    Purpose: The quality of problem representation is critical for developing students’ problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students’ experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. Methods: A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients. Results: The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. Conclusion: SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum. PMID:26923094

  13. Students' conceptions of constructivist learning: a comparison between a traditional and a problem-based learning curriculum.

    PubMed

    Loyens, Sofie M M; Rikers, Remy M J P; Schmidt, Henk G

    2006-11-01

    This study investigated students' conceptions of constructivist learning activities in a problem-based learning (PBL) and a traditional curriculum. We examined whether students who have chosen for a problem-based curriculum have different conceptions of constructivist assumptions compared to students who have chosen to be enrolled in a traditional, lecture-based curriculum when they enter university. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was adopted to test the hypothesized model in both student populations and to calculate latent means. Results suggested that students in the PBL environment agree more on constructivist assumptions of cooperative learning and the use of authentic problems, while students in the traditional curriculum acknowledge the importance of motivation to learn more. It is discussed that conceptions of constructivist learning activities can act as an important moderator of PBL effects and should be considered in examining the effects of PBL and probably in all comparative education research. PMID:16933109

  14. Renewed roles for librarians in problem-based learning in the medical curriculum.

    PubMed

    Mi, Misa

    2011-01-01

    Problem-based learning (PBL) is a teaching-learning process or method of instruction that is widely used in medical education curricula. Librarians play important roles as facilitators for PBL as well as guides for information resources. Involvement in PBL activities presents unique opportunities to incorporate library resources and instruction into the medical curriculum. This article reviews the problem-based learning method within the conceptual framework of the learning theory of constructivism. It describes how a medical librarian at a U.S. medical school used emerging technologies to facilitate PBL small group case discussions, guide students to quality information resources, and enhance the learning environment for the PBL process. PMID:21800984

  15. Using problem-based learning in staff development: strategies for teaching registered nurses and new graduate nurses.

    PubMed

    Chunta, Kristy S; Katrancha, Elizabeth D

    2010-12-01

    Problem-based learning, described as an active teaching strategy, provides a framework for the development of self-directed learning, self-evaluation, interpersonal communication, critical thinking, and access and retrieval of information. This teaching method can be modified to fit almost any situation. Problem-based learning provides an opportunity to actively engage staff members in learning situations, making it a great asset for teaching in staff development. This article describes the use of problem-based learning for teaching registered nurses and new graduate nurses. It provides a scenario and facilitator guide pertaining to a real patient situation on an inpatient telemetry unit and offers general tips for implementing problem-based learning in staff education. PMID:21218522

  16. Novel reinforcement learning approach for difficult control problems

    NASA Astrophysics Data System (ADS)

    Becus, Georges A.; Thompson, Edward A.

    1997-09-01

    We review work conducted over the past several years and aimed at developing reinforcement learning architectures for solving difficult control problems and based on and inspired by associative control process (ACP) networks. We briefly review ACP networks able to reproduce many classical instrumental conditioning test results observed in animal research and to engage in real-time, closed-loop, goal-seeking interactions with their environment. Chronologically, our contributions include the ideally interfaced ACP network which is endowed with hierarchical, attention, and failure recognition interface mechanisms which greatly enhanced the capabilities of the original ACP network. When solving the cart-pole problem, it achieves 100 percent reliability and a reduction in training time similar to that of Baird and Klopf's modified ACP network and additionally an order of magnitude reduction in number of failures experienced for successful training. Next we introduced the command and control center/internal drive (Cid) architecture for artificial neural learning systems. It consists of a hierarchy of command and control centers governing motor selection networks. Internal drives, similar hunger, thirst, or reproduction in biological systems, are formed within the controller to facilitate learning. Efficiency, reliability, and adjustability of this architecture were demonstrated on the benchmark cart-pole control problem. A comparison with other artificial learning systems indicates that it learns over 100 times faster than Barto, et al's adaptive search element/adaptive critic element, experiencing less failures by more than an order of magnitude while capable of being fine-tuned by the user, on- line, for improved performance without additional training. Finally we present work in progress on a 'peaks and valleys' scheme which moves away from the one-dimensional learning mechanism currently found in Cid and shows promises in solving even more difficult learning control

  17. Learning activism, acting with phronesis

    NASA Astrophysics Data System (ADS)

    Lee, Yew-Jin

    2015-12-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of enabling factors acting in concert, learning about and engagement in practical action for social justice and equity are possible. An alternative but highly compatible framework is now introduced—phronetic social research—as an action-oriented, wisdom-seeking research stance for the social sciences. By so doing, it is hoped that forms of phronetic social research can gain wider currency among those that promote activism as one of many valued outcomes of an education in science.

  18. Linking Mission to Learning Activities for Assurance of Learning

    ERIC Educational Resources Information Center

    Yeung, Shirley Mo-ching

    2011-01-01

    Can accreditation-related requirements and mission statements measure learning outcomes? This study focuses on triangulating accreditation-related requirements with mission statements and learning activities to learning outcomes. This topic has not been comprehensively explored in the past. After looking into the requirements of AACSB, ISO, and…

  19. Learning of Rule Ensembles for Multiple Attribute Ranking Problems

    NASA Astrophysics Data System (ADS)

    Dembczyński, Krzysztof; Kotłowski, Wojciech; Słowiński, Roman; Szeląg, Marcin

    In this paper, we consider the multiple attribute ranking problem from a Machine Learning perspective. We propose two approaches to statistical learning of an ensemble of decision rules from decision examples provided by the Decision Maker in terms of pairwise comparisons of some objects. The first approach consists in learning a preference function defining a binary preference relation for a pair of objects. The result of application of this function on all pairs of objects to be ranked is then exploited using the Net Flow Score procedure, giving a linear ranking of objects. The second approach consists in learning a utility function for single objects. The utility function also gives a linear ranking of objects. In both approaches, the learning is based on the boosting technique. The presented approaches to Preference Learning share good properties of the decision rule preference model and have good performance in the massive-data learning problems. As Preference Learning and Multiple Attribute Decision Aiding share many concepts and methodological issues, in the introduction, we review some aspects bridging these two fields. To illustrate the two approaches proposed in this paper, we solve with them a toy example concerning the ranking of a set of cars evaluated by multiple attributes. Then, we perform a large data experiment on real data sets. The first data set concerns credit rating. Since recent research in the field of Preference Learning is motivated by the increasing role of modeling preferences in recommender systems and information retrieval, we chose two other massive data sets from this area - one comes from movie recommender system MovieLens, and the other concerns ranking of text documents from 20 Newsgroups data set.

  20. Active Learning in the Middle Grades

    ERIC Educational Resources Information Center

    Edwards, Susan

    2015-01-01

    What is active learning and what does it look like in the classroom? If students are participating in active learning, they are playing a more engaged role in the learning process and are not overly reliant on the teacher (Bransford, Brown, & Cocking, 2003; Petress, 2008). The purpose of this article is to propose a framework to describe and…

  1. Learning Activities for the Young Handicapped Child.

    ERIC Educational Resources Information Center

    Bailey, Don; And Others

    Presented is a collection of learning activities for the young handicapped child covering 295 individual learning objectives in six areas of development: gross motor skills, fine motor skills, social skills, self help skills, cognitive skills, and language skills. Provided for each learning activity are the teaching objective, teaching procedures,…

  2. Active Learning: The Way Children Construct Knowledge.

    ERIC Educational Resources Information Center

    Hohmann, Mary; Weikart, David P.

    2002-01-01

    The High/Scope approach to early childhood education promotes the belief that active learning is fundamental to the development of human potential and occurs most effectively in settings that provide developmentally appropriate learning opportunities. Describes five ingredients of active learning (materials, manipulation, choice, language from…

  3. Learning Styles and Problem Solving Skills of Turkish Prospective Teachers

    ERIC Educational Resources Information Center

    Gencel, Ilke Evin

    2015-01-01

    Global changes in educational discourse have an impact on educational systems, so teacher education programs need to be transformed to better train teachers and to contribute to their professional development. In this process learning styles and problem solving skills should be considered as individual differences which have an impact in…

  4. Learning Verbs without Arguments: The Problem of Raising Verbs

    ERIC Educational Resources Information Center

    Becker, Misha

    2005-01-01

    This paper addresses the problem of learning the class of raising verbs (e.g. seem). These verbs are potentially problematic for learners in that unlike typical main verbs, these verbs do not stand in a semantic relation with any Noun Phrase (NP) arguments. Moreover, a second class of verbs, known as control verbs, shares certain distributional…

  5. Implementing Problem-Based Learning in an Undergraduate Psychology Course

    ERIC Educational Resources Information Center

    Searight, H. Russell; Searight, Barbara K.

    2009-01-01

    Problem-based learning (PBL) is a small-group pedagogical technique widely used in fields such as business, medicine, engineering, and architecture. In PBL, pre-written cases are used to teach core course content. PBL advocates state that course material is more likely to be retained and applied when presented as cases reflecting "real life"…

  6. Teaching Soils Online Using a Problem-Based Learning Design.

    ERIC Educational Resources Information Center

    McAlpine, Iain; Dudley, Nick

    Problem-based learning (PBL) was used as the instructional design basis for a TAFE (Technical and Further Education) unit of competency developed for online delivery. The courseware was commissioned to provide online content for users of the Victorian TAFE Virtual Campus (Australia). The aim of the project was to provide courseware that would…

  7. Designing Digital Problem Based Learning Tasks that Motivate Students

    ERIC Educational Resources Information Center

    van Loon, Anne-Marieke; Ros, Anje; Martens, Rob

    2013-01-01

    This study examines whether teachers are able to apply the principles of autonomy support and structure support in designing digital problem based learning (PBL) tasks. We examine whether these tasks are more autonomy- and structure-supportive and whether primary and secondary school students experience greater autonomy, competence, and motivation…

  8. Evaluation Instruments Used in Problem-Based Learning

    ERIC Educational Resources Information Center

    McDonald, Betty

    2013-01-01

    A focus group of 18 faculty members at Campus O of a higher educational institution and another focus group of 16 faculty members at Campus S of the same institution comprised the sample, representative of close to 100% of their respective populations. Independently, both groups were engaged in interactive Problem-Based Learning sessions. They…

  9. The Impact of Problem Sets on Student Learning

    ERIC Educational Resources Information Center

    Kim, Myeong Hwan; Cho, Moon-Heum; Leonard, Karen Moustafa

    2012-01-01

    The authors examined the role of problem sets on student learning in university microeconomics. A total of 126 students participated in the study in consecutive years. independent samples t test showed that students who were not given answer keys outperformed students who were given answer keys. Multiple regression analysis showed that, along with…

  10. Problem-Based Learning in the English Language Classroom

    ERIC Educational Resources Information Center

    Othman, Normala; Shah, Mohamed Ismail Ahamad

    2013-01-01

    The purpose of this study was to investigate the effects of the problem-based learning approach (PBL) on students in language classes in two areas: course content and language development. The study was conducted on 128 students, grouped into the experimental and control groups, and employed an experimental research design. The syllabus, textbook,…

  11. A Problem-Based Learning Design for Teaching Biochemistry.

    ERIC Educational Resources Information Center

    Dods, Richard F.

    1996-01-01

    Describes the design of a biochemistry course that uses problem-based learning. Provides opportunities for students to question, dispute, confirm, and disconfirm their understanding of basic concepts. Emphasizes self-correction through dialogue. Topics covered include amino acids, metabolic pathways and inherited disease, proteins, enzymes and…

  12. Utilizing Problem-Based Learning in Qualitative Analysis Lab Experiments

    ERIC Educational Resources Information Center

    Hicks, Randall W.; Bevsek, Holly M.

    2012-01-01

    A series of qualitative analysis (QA) laboratory experiments utilizing a problem-based learning (PBL) module has been designed and implemented. The module guided students through the experiments under the guise of cleaning up a potentially contaminated water site as employees of an environmental chemistry laboratory. The main goal was the…

  13. Problem-Based Learning for Production and Operations Management

    ERIC Educational Resources Information Center

    Kanet, John J.; Barut, Mehmet

    2003-01-01

    In this paper, we describe our application of "problem-based learning" in the teaching of production/operations management. We describe a study of the effectiveness of this approach and present the results and analysis of this study. We provide a collection of our experiences in using this method and conclude with some general…

  14. Analysis of an Assessment Method for Problem-Based Learning

    ERIC Educational Resources Information Center

    Acar, B. Serpil

    2004-01-01

    The paper commences by briefly introducing the systems engineering programme, then focuses on the "systems" module, which requires the first-year students to undertake a number of "open-ended" projects. During the problem-based learning (PBL) based projects the students are expected to combine creativity and the knowledge they acquire during the…

  15. Conceptions of Efficiency: Applications in Learning and Problem Solving

    ERIC Educational Resources Information Center

    Hoffman, Bobby; Schraw, Gregory

    2010-01-01

    The purpose of this article is to clarify conceptions, definitions, and applications of learning and problem-solving efficiency. Conceptions of efficiency vary within the field of educational psychology, and there is little consensus as to how to define, measure, and interpret the efficiency construct. We compare three diverse models that differ…

  16. Harmonizing Technology with Interaction in Blended Problem-Based Learning

    ERIC Educational Resources Information Center

    Donnelly, Roisin

    2010-01-01

    This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in…

  17. Overview of Problem-Based Learning: Definitions and Distinctions

    ERIC Educational Resources Information Center

    Savery, John R.

    2006-01-01

    Problem-based learning (PBL) is an instructional approach that has been used successfully for over 30 years and continues to gain acceptance in multiple disciplines. It is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop…

  18. Implementing Problem-Based Learning in the Counseling Session.

    ERIC Educational Resources Information Center

    Hall, Kimberly R.

    This study examined the use of problem-based learning (PBL) in an actual counseling session and the effects on student assertiveness skills. A group of seventh-grade students, who were all victims of bullies, participated in the study. The students, two boys and one girls, were 13 and 14 years old. Teachers rated the level of assertiveness skills…

  19. Comparing Learning Styles for Students with Conduct and Emotional Problems.

    ERIC Educational Resources Information Center

    Terrasi, Salvatore; Sennett, Kenneth H.; Macklin, Theodore O.

    1999-01-01

    A two-phase study was conducted with elementary and junior high school students to compare learning styles for students with conduct and emotional problems. Findings were examined in light of federal special-education eligibility criteria, specifically the exclusion of "socially maladjusted" students. Implications for the multidisciplinary…

  20. Evaluation Theory in Problem-Based Learning Approach.

    ERIC Educational Resources Information Center

    Hsu, Yu-chen

    The purpose of this paper is to review evaluation theories and techniques in both the medical and educational fields and to propose an evaluation theory to explain the condition variables, the method variables, and the outcome variables of student assessment in a problem-based learning (PBL) approach. The PBL definition and process are presented,…

  1. Educating Children with Emotional, Learning, and Behavior Problems.

    ERIC Educational Resources Information Center

    Deno, Evelyn N.

    Intended primarily for regular education teachers, the book discusses the education of mainstreamed children with emotional, learning, and behavior problems. The first section addresses some of the critical issues that have to be taken into account in designing services for such children, including determining goals, defining the population, and…

  2. A Problem-Based Learning Approach to Entrepreneurship Education

    ERIC Educational Resources Information Center

    Tan, Siok San; Ng, C. K. Frank

    2006-01-01

    Purpose: While it is generally acknowledged that entrepreneurship can be taught, many differ in their opinions about the appropriate methodologies to teach and equip students with the requisite entrepreneurial skills. This paper presents a case to suggest that a problem-based learning (PBL) approach practised at the Republic Polytechnic in…

  3. Coping Styles, Learning Environment and Emotional and Behavioural Problems

    ERIC Educational Resources Information Center

    Thuen, Elin; Bru, Edvin; Ogden, Terje

    2007-01-01

    The main aim of this study was to explore associations between students' perceptions of learning environment factors and their reports of emotional and behavioural problems (EBP) and to what degree students' coping styles could influence this relation. The study was conducted as a survey among a representative sample of 2006 Norwegian…

  4. Torque and Learning and Behavior Problems in Children.

    ERIC Educational Resources Information Center

    Zendel, Ivan H.; Pihl, R. O.

    1980-01-01

    Findings indicate minimal differences, on diagnostic tests, between children who exhibited torque and those who did not. Torque is defined as the circling of any X in a clockwise direction. Torque is not associated with learning problems in school. Diagnostic utility of torque should be carefully considered. (Author)

  5. Using Problem-Based Learning to Explore Unseen Academic Potential

    ERIC Educational Resources Information Center

    Gallagher, Shelagh A.; Gallagher, James J.

    2013-01-01

    One goal of the US Department of Education-funded Project Insights was to see if the use of Problem-based Learning (PBL) would encourage students to reveal previously unseen academic potential. Two PBL units were taught to 271 sixth grade students in 13 classrooms. Afterwards, teachers identified students who demonstrated previously unseen…

  6. Relationship between Learning Problems and Attention Deficit in Childhood

    ERIC Educational Resources Information Center

    Ponde, Milena Pereira; Cruz-Freire, Antonio Carlos; Silveira, Andre Almeida

    2012-01-01

    Objective: To assess the impact of attention deficit on learning problems in a sample of schoolchildren in the city of Salvador, Bahia, Brazil. Method: All students enrolled in selected elementary schools were included in this study, making a total of 774 children. Each child was assessed by his or her teacher using a standardized scale. "The…

  7. Problem-Based Learning: Outcomes Evidence from the Health Professions

    ERIC Educational Resources Information Center

    Albanese, Mark A.; Dast, Laura

    2014-01-01

    Over the past 30 years, problem-based learning (PBL) has become a major force in health professions education and even in the broader educational world. This article focuses on the outcomes that have been found from using PBL in the health professions based on at least 20 reviews done since 1990. The outcomes identified in these reviews are…

  8. Research-able through Problem-Based Learning

    ERIC Educational Resources Information Center

    Annerstedt, Claes; Garza, Dan; Huang-DeVoss, Cammy; Lindh, Jacob; Rydmark, Martin

    2010-01-01

    This research project describes an attempt to move towards a more student centered and participatory approach on learning through problem-based storyboards (themes/scenarios) and a unique opportunity for students to have an academic cross-cultural exchange. The purpose of the study was to analyze students' conceptions of this approach on learning…

  9. Weaving a Formal Methods Education with Problem-Based Learning

    NASA Astrophysics Data System (ADS)

    Gibson, J. Paul

    The idea of weaving formal methods through computing (or software engineering) degrees is not a new one. However, there has been little success in developing and implementing such a curriculum. Formal methods continue to be taught as stand-alone modules and students, in general, fail to see how fundamental these methods are to the engineering of software. A major problem is one of motivation — how can the students be expected to enthusiastically embrace a challenging subject when the learning benefits, beyond passing an exam and achieving curriculum credits, are not clear? Problem-based learning has gradually moved from being an innovative pedagogique technique, commonly used to better-motivate students, to being widely adopted in the teaching of many different disciplines, including computer science and software engineering. Our experience shows that a good problem can be re-used throughout a student's academic life. In fact, the best computing problems can be used with children (young and old), undergraduates and postgraduates. In this paper we present a process for weaving formal methods through a University curriculum that is founded on the application of problem-based learning and a library of good software engineering problems, where students learn about formal methods without sitting a traditional formal methods module. The process of constructing good problems and integrating them into the curriculum is shown to be analagous to the process of engineering software. This approach is not intended to replace more traditional formal methods modules: it will better prepare students for such specialised modules and ensure that all students have an understanding and appreciation for formal methods even if they do not go on to specialise in them.

  10. Problem based learning - 'Bringing everything together' - A strategy for Graduate Nurse Programs.

    PubMed

    Vittrup, Ann-Charlotte; Davey, Anna

    2010-03-01

    This article discusses a case study that was initiated by a Graduate Nurse Coordinator of an acute care inpatient hospital in Australia. It outlines the conceptualisation and creative implementation of a structured group problem based learning activity which was a component of a Graduate Nurse Program. The learning activity was based on the beliefs that knowledge acquisition today is an active process and should focus on the learner developing strategies to obtain, review and manage information. The learning activity implemented in this case study was valuable as it recognised the benefits that can be gained for the Graduate Nurse by ensuring the context of their teaching and learning activities is grounded in practical experiences. The learning activity aimed to prepare Graduate Nurses to cope with the multiple challenges faced as they enter the nursing profession by enhancing their skills of inquiry, problem solving and reasoning. The evaluation of this case study found that the incorporation of structured group problem based learning did promote the achievement of these educational outcomes with Graduate Nurses displaying critical thinking, clinical judgment and knowledge acquisition skills. An unexpected benefit of this activity for Graduate Nurses was the enhancement of clinical practice behaviours, such as communication and interactive skills. This case study describes the positive outcomes not only for Graduates Nurses in the application of their learning but also the wider benefits which can be gained for the organisation, patient care standards and the health care team. It is anticipated that this article will be an inspiration to others who are interested in implementing innovative teaching strategies into Graduate Nurse Programs. PMID:19501549

  11. Problem-based learning: an approach to enhancing learning and understanding of optics for first-year students

    NASA Astrophysics Data System (ADS)

    Bowe, Brian W.; Daly, Siobhan; Flynn, Cathal; Howard, Robert

    2003-03-01

    In this paper a model for the implementation of a problem-based learning (PBL) course for a typical year physics one programme is described. Reference is made to how PBL has been implemented in relation to geometrical and physical optics. PBL derives from the theory that learning is an active process in which the learner constructs new knowledge on the basis of current knowledge, unlike traditional teaching practices in higher education, where the emphasis is on the transmission of factual knowledge. The course consists of a set of optics related real life problems that are carefully constructed to meet specified learning outcomes. The students, working in groups, encounter these problem-solving situations and are facilitated to produce a solution. The PBL course promotes student engagement in order to achieve higher levels of cognitive learning. Evaluation of the course indicates that the students adopt a deep learning approach and that they attain a thorough understanding of the subject instead of the superficial understanding associated with surface learning. The methodology also helps students to develop metacognitive skills. Another outcome of this teaching methodology is the development of key skills such as the ability to work in a group and to communicate, and present, information effectively.

  12. Assessment "for" Learning: Using Formative Assessment in Problem- and Project-Based Learning

    ERIC Educational Resources Information Center

    Trauth-Nare, Amy; Buck, Gayle

    2011-01-01

    Due to the student-centered nature of problem-based learning (PBL) and project-based science (PBS), it is easy for teachers "not" to provide students with adequate feedback or enough support to promote critical thinking. However, research has shown that PBL and PBS are most effective when appropriate learning goals are defined, embedded supports…

  13. Factors Affecting Perceived Learning of Engineering Students in Problem Based Learning Supported by Business Simulation

    ERIC Educational Resources Information Center

    Chaparro-Pelaez, Julian; Iglesias-Pradas, Santiago; Pascual-Miguel, Felix J.; Hernandez-Garcia, Angel

    2013-01-01

    Although literature about problem based learning (PBL) is not scarce, there is little research on experiences about learning methodologies that combine PBL and the use of simulation tools. This lack of studies is even more notable in the case of engineering courses. The motivation for this study is to show how such a combination of PBL and…

  14. Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning

    ERIC Educational Resources Information Center

    Flynn, Kathleen

    2014-01-01

    As a pedagogical approach, problem-based learning (PBL) has shown success for average and gifted students (HmeloSiver, 2004) and there are numerous incentives for its implementation in online learning environments (Savid-Baden, 2007; Chernobilsky, Nagarajan, & Hmelo-Silver, 2005). However, little research has been conducted regarding the…

  15. The Effects of Computer Supported Problem Based Learning on Students' Approaches to Learning

    ERIC Educational Resources Information Center

    Ak, Serife

    2011-01-01

    The purpose of this paper is to investigate the effects of computer supported problem based learning on students' approaches to learning. The research was conducted as a pre-test and posttest one-grouped design used to achieve the objectives of the study. The experimental process of study lasted 5 weeks and was carried out on 78 university…

  16. What Teacher Education Students Learn about Collaboration from Problem-Based Learning

    ERIC Educational Resources Information Center

    Murray-Harvey, Rosalind; Pourshafie, Tahereh; Reyes, Wilma Santos

    2013-01-01

    Group work, an essential component of learning and teaching in problem-based learning (PBL), is compromised if students' experiences of PBL are colored by dissatisfaction with the process or outcomes. For the potential benefits of PBL to be realized PBL group work must be genuinely collaborative to address students' personal and professional…

  17. Eyes for Learning: Preventing and Curing Vision-Related Learning Problems

    ERIC Educational Resources Information Center

    Orfield, Antonia

    2007-01-01

    Dr. Orfield's highly readable guide on vision development presents ground-breaking solutions to common learning problems and is supported by substantial data. This holistic common sense--that most people do not know--is not just about vision but also how vision is interrelated with learning. It teaches how to care for a child's vision as well as…

  18. Reflection in Example- and Problem-Based Learning: Effects of Reflection Prompts, Feedback and Cooperative Learning

    ERIC Educational Resources Information Center

    Krause, Ulrike-Marie; Stark, Robin

    2010-01-01

    To examine the effects of reflection prompts, elaborated feedback and cooperation on learning and reflection, two experimental studies were conducted. For both studies, an example- and problem-based e-learning environment on correlation was used. In Study 1, 57 university students were randomly assigned to two conditions: with reflection prompts…

  19. Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning

    ERIC Educational Resources Information Center

    English, Mary C.; Kitsantas, Anastasia

    2013-01-01

    In order to be successful in problem-or project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end. However, for many students, these processes do not occur naturally or easily. Therefore, the…

  20. Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability

    PubMed Central

    TREMPY, JANINE E.; SKINNER, MONICA M.; SIEBOLD, WILLIAM A.

    2002-01-01

    A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes, integrates science, math, engineering, and technology (SMET) majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course. PMID:23653547

  1. A hopfield network learning method for bipartite subgraph problem.

    PubMed

    Wang, Rong Long; Tang, Zheng; Cao, Qi Ping

    2004-11-01

    In this paper, we present a gradient ascent learning method of the Hopfield neural network for bipartite subgraph problem. The method is intended to provide a near-optimum parallel algorithm for solving the bipartite subgraph problem. To do this we use the Hopfield neural network to get a near-maximum bipartite subgraph, and increase the energy by modifying weights in a gradient ascent direction of the energy to help the network escape from the state of the near-maximum bipartite subgraph to the state of the maximum bipartite subgraph or better one. A large number of instances are simulated to verify the proposed method with the simulation results showing that the solution quality is superior to that of best existing parallel algorithm. We also test the learning method on total coloring problem. The simulation results show that our method finds optimal solution in every test graph. PMID:15565773

  2. The inability to transfer classroom learning to clinical nursing practice: a learning problem and its remedial plan.

    PubMed

    Wong, J

    1979-03-01

    The inability to transfer classroom knowledge to clinical nursing practice is a common learning problem encountered by many nursing students. Manifestations of this problem may involve both the academic performance and personal development of the students: inability to solve problems in nursing situations; inflexibility and rigidity in the exercise of nursing care; fragmentation of nursing care; and apathy towards clinical practice. Because of the seriousness of this learning problem, a plan must be formulated to rectify it. This plan is developed with major emphasis on the teaching process, the student and the curriculum. One of the important roles of a teacher is to help students understand many widely useful relationships, principles or generalizations. In order to enhance transfer, nursing students must be given ample opportunities to apply the learned principles in a variety of nursing situations. Learning is a self-active process; an ideal transfer demands the students' conscious realization that transfer is possible. Students need to be committed to the belief that particular facts in the classroom study are pertinent in other situations. To promote transfer, the curriculum must be designed in such a way so that it has transfer value in terms of the students' goals and purposes. Furthermore, proper sequence of curricular activities is crucial if transfer of classroom knowledge to clinical practice is to occur. PMID:254694

  3. Assessing the Effectiveness of STAD Model and Problem Based Learning in Mathematics Learning Achievement and Problem Solving Ability

    ERIC Educational Resources Information Center

    Rattanatumma, Tawachai; Puncreobutr, Vichian

    2016-01-01

    The objective of this study was to compare the effectiveness of teaching methods in improving Mathematics Learning Achievement and Problem solving ability of students at an international college. This is a Quasi-Experimental Research which was done the study with the first year students who have registered to study Mathematics subject at St.…

  4. On-line and Mobil Learning Activities

    NASA Astrophysics Data System (ADS)

    Ackerman, S. A.; Whittaker, T. M.; Jasmin, T.; Mooney, M. E.

    2012-12-01

    Introductory college-level science courses for non-majors are critical gateways to imparting not only discipline-specific information, but also the basics of the scientific method and how science influences society. They are also indispensable for student success to degree. On-line, web-based homework (whether on computers or mobile devices) is a rapidly growing use of the Internet and is becoming a major component of instruction in science, replacing delayed feedback from a few major exams. Web delivery and grading of traditional textbook-type questions is equally effective as having students write them out for hand grading, as measured by student performance on conceptual and problem solving exams. During this presentation we will demonstrate some of the interactive on-line activities used to teach concepts and how scientists approach problem solving, and how these activities have impacted student learning. Evaluation of the activities, including formative and summative, will be discussed and provide evidence that these interactive activities significantly enhance understanding of introductory meteorological concepts in a college-level science course. More advanced interactive activities are also used in our courses for department majors, some of these will be discussed and demonstrated. Bring your mobile devices to play along! Here is an example on teaching contouring: http://profhorn.aos.wisc.edu/wxwise/contour/index.html

  5. Using the 4MAT Framework to Design a Problem-Based Learning Biostatistics Course

    ERIC Educational Resources Information Center

    Nowacki, Amy S.

    2011-01-01

    The study presents and applies the 4MAT theoretical framework to educational planning to transform a biostatistics course into a problem-based learning experience. Using a four-question approach, described are specific activities/materials utilized at both the class and course levels. Two web-based instruments collected data regarding student…

  6. Envisioning Competence: Learning, Problem Solving, and Children at Work in the Exploratory Bicycle Shop

    ERIC Educational Resources Information Center

    Hammond, Charles Florian

    2010-01-01

    This study examines the conceptual learning and cognitive development processes of schoolchildren engaged in problem solving activities in a non-school, workplace setting known as the exploratory bicycle shop. The exploratory bike shop is a commercial bicycle shop: a) that has been adapted for combined retail and educational purposes and b) where…

  7. Cloud Study Investigators: Using NASA's CERES S'COOL in Problem-Based Learning

    ERIC Educational Resources Information Center

    Moore, Susan; Popiolkowski, Gary

    2011-01-01

    1This article describes how, by incorporating NASA's Students' Cloud Observations On-Line (S'COOL) project into a problem-based learning (PBL) activity, middle school students are engaged in authentic scientific research where they observe and record information about clouds and contribute ground truth data to NASA's Clouds and the Earth's…

  8. A Problem-Based Ubiquitous Learning Approach to Improving the Questioning Abilities of Elementary School Students

    ERIC Educational Resources Information Center

    Hung, Pi-Hsia; Hwang, Gwo-Jen; Lee, Yueh-Hsun; Wu, Tsung-Hsun; Vogel, Bahtijar; Milrad, Marcelo; Johansson, Emil

    2014-01-01

    The purpose of this study is to investigate the effects of a ubiquitous problem-based learning system (UPBLS) on students' question-raising performance in field inquiry activities. An experiment was conducted on an elementary school natural science course. A total of 43 sixth and fifth grade elementary students divided into experienced and…

  9. Examining the Effect of Problem Type in a Synchronous Computer-Supported Collaborative Learning (CSCL) Environment

    ERIC Educational Resources Information Center

    Kapur, Manu; Kinzer, Charles K.

    2007-01-01

    This study investigated the effect of well- vs. ill-structured problem types on: (a) group interactional activity, (b) evolution of group participation inequities, (c) group discussion quality, and (d) group performance in a synchronous, computer-supported collaborative learning (CSCL) environment. Participants were 60 11th-grade science students…

  10. Probing the Relationship between Process of Spatial Problems Solving and Science Learning: An Eye Tracking Approach

    ERIC Educational Resources Information Center

    Chen, Yi-Chun; Yang, Fang-Ying

    2014-01-01

    There were two purposes in the study. One was to explore the cognitive activities during spatial problem solving and the other to probe the relationship between spatial ability and science concept learning. Twenty university students participated in the study. The Purdue Visualization of Rotations Test (PVRT) was used to assess the spatial…

  11. Reinforcement Learning in a Nonstationary Environment: The El Farol Problem

    NASA Technical Reports Server (NTRS)

    Bell, Ann Maria

    1999-01-01

    This paper examines the performance of simple learning rules in a complex adaptive system based on a coordination problem modeled on the El Farol problem. The key features of the El Farol problem are that it typically involves a medium number of agents and that agents' pay-off functions have a discontinuous response to increased congestion. First we consider a single adaptive agent facing a stationary environment. We demonstrate that the simple learning rules proposed by Roth and Er'ev can be extremely sensitive to small changes in the initial conditions and that events early in a simulation can affect the performance of the rule over a relatively long time horizon. In contrast, a reinforcement learning rule based on standard practice in the computer science literature converges rapidly and robustly. The situation is reversed when multiple adaptive agents interact: the RE algorithms often converge rapidly to a stable average aggregate attendance despite the slow and erratic behavior of individual learners, while the CS based learners frequently over-attend in the early and intermediate terms. The symmetric mixed strategy equilibria is unstable: all three learning rules ultimately tend towards pure strategies or stabilize in the medium term at non-equilibrium probabilities of attendance. The brittleness of the algorithms in different contexts emphasize the importance of thorough and thoughtful examination of simulation-based results.

  12. The effectiveness of problem-based learning on teaching the first law of thermodynamics

    NASA Astrophysics Data System (ADS)

    Tatar, Erdal; Oktay, Münir

    2011-11-01

    Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers' understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest-posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students' learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.

  13. Learning and teaching in small groups: characteristics, benefits, problems and approaches.

    PubMed

    Jones, R W

    2007-08-01

    Small group learning may be defined as a group of learners demonstrating three common characteristics; active participation, a specific task and reflection. This article provides an overview of small group learning and teaching, describes the characteristics of this form of small group work, benefits, problems, potential causes of less than optimal sessions, and summarises specific approaches. These include tutorials, free-discussion groups, brainstorming, snowballing, buzz groups, paired (or one-to-one) discussion, clinical teaching, simulations, seminars, plenary sessions, problem-based learning, team-based learning, role plays, games and IT approaches. The article concludes with an emphasis on the importance of the teacher and a check list for use when planning, teaching and evaluating a small group session. PMID:18020080

  14. A Problem Based Learning Meta Analysis: Differences across Problem Types, Implementation Types, Disciplines, and Assessment Levels

    ERIC Educational Resources Information Center

    Walker, Andrew; Leary, Heather

    2009-01-01

    Problem based learning (PBL) in its most current form originated in Medical Education but has since been used in a variety of disciplines (Savery & Duffy, 1995) at a variety of educational levels (Savery, 2006). Although recent meta analyses have been conducted (Dochy, Segers, Van den Bossche, & Gijbels, 2003; Gijbels, Dochy, Van den…

  15. Internalizing and Externalizing Behavior Problems in Children with and without Identified Learning Problems.

    ERIC Educational Resources Information Center

    Riva, Maria T.; And Others

    This study examines recent evidence that many children with learning disabilities (LD) have accompanying behavior problems, especially children who experience academic difficulties in school but who are not formally diagnosed as LD. Subjects were 85 referrals to a university educational assessment center from 1991 to 1994. The subjects, 58 males…

  16. Overcoming Problems in Problem-Based Learning: A Trial of Strategies in an Undergraduate Unit

    ERIC Educational Resources Information Center

    Vardi, Iris; Ciccarelli, Marina

    2008-01-01

    Professionally oriented tertiary-level courses such as allied health courses in Australia are under pressure from both their professions and the federal government to provide educational outcomes that prepare graduates for the workplace. This has resulted in a number of allied courses adopting problem-based learning (PBL), a teaching approach in…

  17. Teaching Problem-Solving and Critical-Thinking Skills Online Using Problem-Based Learning

    ERIC Educational Resources Information Center

    Romero, Liz; Orzechowski, Agnes; Rahatka, Ola

    2014-01-01

    The availability of technological tools is promoting a shift toward more student-centered online instruction. This article describes the implementation of a Problem-Based Learning (PBL) model and the technological tools used to meet the expectations of the model as well as the needs of the students. The end product is a hybrid course with eight…

  18. Active Citizenship Today Implementation Guide: Questions and Answers about Service Learning.

    ERIC Educational Resources Information Center

    Degelman, Charles; Philips, Susan

    "Active Citizenship Today" (ACT) is a service learning program for the social studies. There are two things that make ACT different from other service learning programs: (1) the "learning" in service -- learning refers to traditional social studies content and skills (it is a civics model); and (2) ACT is built around a problem-solving framework.…

  19. Inquiry, play, and problem solving in a process learning environment

    NASA Astrophysics Data System (ADS)

    Thwaits, Anne Y.

    What is the nature of art/science collaborations in museums? How do art objects and activities contribute to the successes of science centers? Based on the premise that art exhibitions and art-based activities engage museum visitors in different ways than do strictly factual, information-based displays, I address these questions in a case study that examines the roles of visual art and artists in the Exploratorium, a museum that has influenced exhibit design and professional practice in many of the hands-on science centers in the United States and around the world. The marriage of art and science in education is not a new idea---Leonardo da Vinci and other early polymaths surely understood how their various endeavors informed one another, and some 20th century educators understood the value of the arts and creativity in the learning and practice of other disciplines. When, in 2010, the National Science Teachers Association added an A to the federal government's ubiquitous STEM initiative and turned it into STEAM, art educators nationwide took notice. With a heightened interest in the integration of and collaboration between disciplines comes an increased need for models of best practice for educators and educational institutions. With the intention to understand the nature of such collaborations and the potential they hold, I undertook this study. I made three site visits to the Exploratorium, where I took photos, recorded notes in a journal, interacted with exhibits, and observed museum visitors. I collected other data by examining the institution's website, press releases, annual reports, and fact sheets; and by reading popular and scholarly articles written by museum staff members and by independent journalists. I quickly realized that the Exploratorium was not created in the way than most museums are, and the history of its founding and the ideals of its founder illuminate what was then and continues now to be different about this museum from most others in the

  20. Evaluation of problem-based learning in medical students’ education

    PubMed Central

    IMANIEH, MOHAMMAD HADI; DEHGHANI, SEYED MOHSEN; SOBHANI, AHMAD REZA; HAGHIGHAT, MAHMOOD

    2014-01-01

    Introduction: In traditional medical education systems much interest is placed on the cramming of basic and clinical facts without considering their applicability in the future professional career. The aim of this study is to evaluate a novice medical training method (problem-based learning) as compared to the contemporary teacher-based medical education or traditional methods. Methods: Selection of the study subjects was done through simple sampling and according to the division of medical students introduced from Medical Faculty to the Pediatrics Department with no personal involvement. 120 medical students were assigned to 8 groups of 15 students each. For four months, 4 groups were trained with traditional method and 4 other groups underwent problem-based learning method on selected subject materials. In each method, a pre-course test at the beginning and a post-course test at the end of each course were given to each group. The questionnaire used in this study as the instrument was composed of 39 questions, 37 multiple choice questions and two short answer questions. Three professors of pediatric gastroenterologist took part in the training. Two of these professors were responsible for solving task training method. The third professor used traditional teacher-centered methodology to eliminate any possible bias. Scores obtained from these tests were analyzed using paired t-test and independent t-test. P-values of less than 0.05 were considered as significant. Results: The scores of the students undergoing the traditional method were 14.70±3.03 and 21.20±4.07 in the first and second test, respectively. In problem-based learning, the scores were 15.82±3.29 in the first and 27.52±4.72 in the second test. There was a significant difference between the mean scores of post-course exams of the two groups (p=0.001), while no significant difference was observed between the mean scores of pre-course exams of the groups (p=0.550). Conclusion: It may be concluded that

  1. Modelling Typical Online Language Learning Activity

    ERIC Educational Resources Information Center

    Montoro, Carlos; Hampel, Regine; Stickler, Ursula

    2014-01-01

    This article presents the methods and results of a four-year-long research project focusing on the language learning activity of individual learners using online tasks conducted at the University of Guanajuato (Mexico) in 2009-2013. An activity-theoretical model (Blin, 2010; Engeström, 1987) of the typical language learning activity was used to…

  2. Activities for Science: Cooperative Learning Lessons (Challenging).

    ERIC Educational Resources Information Center

    Jasmine, Grace; Jasmine, Julia

    This book is designed to help advanced elementary students learn science skills while actively engaged in cooperative activities based on the earth sciences and natural disasters. The first section explains how to make cooperative learning a part of the curriculum and includes an overview, instructions and activities to bring cooperative learning…

  3. Teaching with Concrete and Abstract Visual Representations: Effects on Students' Problem Solving, Problem Representations, and Learning Perceptions

    ERIC Educational Resources Information Center

    Moreno, Roxana; Ozogul, Gamze; Reisslein, Martin

    2011-01-01

    In 3 experiments, we examined the effects of using concrete and/or abstract visual problem representations during instruction on students' problem-solving practice, near transfer, problem representations, and learning perceptions. In Experiments 1 and 2, novice students learned about electrical circuit analysis with an instructional program that…

  4. Managing the Complexity of Design Problems through Studio-Based Learning

    ERIC Educational Resources Information Center

    Cennamo, Katherine; Brandt, Carol; Scott, Brigitte; Douglas, Sarah; McGrath, Margarita; Reimer, Yolanda; Vernon, Mitzi

    2011-01-01

    The ill-structured nature of design problems makes them particularly challenging for problem-based learning. Studio-based learning (SBL), however, has much in common with problem-based learning and indeed has a long history of use in teaching students to solve design problems. The purpose of this ethnographic study of an industrial design class,…

  5. Efficacy of problem based learning in a high school science classroom

    NASA Astrophysics Data System (ADS)

    Rissi, James Ryan

    At the high school level, the maturity of the students, as well as constraints of the traditional high school (both in terms of class time, and number of students), impedes the use of the Problem-based instruction. But with more coaching, guidance, and planning, Problem-based Learning may be an effective teaching technique with secondary students. In recent years, the State of Michigan High School Content Expectations have emphasized the importance of inquiry and problem solving in the high school science classroom. In order to help students gain inquiry and problem solving skills, a move towards a problem-based curriculum and away from the didactic approach may lead to favorable results. In this study, the problem-based-learning framework was implemented in a high school Anatomy and Physiology classroom. Using pre-tests and post-tests over the material presented using the Problem-based technique, student comprehension and long-term retention of the material was monitored. It was found that Problem-based Learning produced comparable test performance when compared to traditional lecture, note-taking, and enrichment activities. In addition, students showed evidence of gaining research and team-working skills.

  6. Problem-based learning and the dental school library.

    PubMed

    Lennon, A M; Anderson, P F; McDonald, J L; Stookey, G K

    2001-11-01

    A major curriculum revision involving the utilization of problem-based learning was implemented at Indiana University School of Dentistry in the summer of 1997. Two of the main goals of this new student-centered curriculum were to promote critical thinking skills and to encourage a desire for lifelong learning, both of which were anticipated to increase student use of the library. This study examined circulation at the library for three years immediately prior to, and for three years immediately following, the curricular change. Results show that library circulation has increased significantly since the pedagogical change. This suggests that students in the new curriculum place more emphasis on the library as a learning resource than did their traditional curriculum counterparts. PMID:11765867

  7. Multistrategy self-organizing map learning for classification problems.

    PubMed

    Hasan, S; Shamsuddin, S M

    2011-01-01

    Multistrategy Learning of Self-Organizing Map (SOM) and Particle Swarm Optimization (PSO) is commonly implemented in clustering domain due to its capabilities in handling complex data characteristics. However, some of these multistrategy learning architectures have weaknesses such as slow convergence time always being trapped in the local minima. This paper proposes multistrategy learning of SOM lattice structure with Particle Swarm Optimisation which is called ESOMPSO for solving various classification problems. The enhancement of SOM lattice structure is implemented by introducing a new hexagon formulation for better mapping quality in data classification and labeling. The weights of the enhanced SOM are optimised using PSO to obtain better output quality. The proposed method has been tested on various standard datasets with substantial comparisons with existing SOM network and various distance measurement. The results show that our proposed method yields a promising result with better average accuracy and quantisation errors compared to the other methods as well as convincing significant test. PMID:21876686

  8. The Power of Problem-Based Learning in Developing Critical Thinking Skills: Preparing Students for Tomorrow's Digital Futures in Today's Classrooms

    ERIC Educational Resources Information Center

    Kek, Megan Yih Chyn A.; Huijser, Henk

    2011-01-01

    This article describes problem-based learning as a powerful pedagogical approach and an aligned teaching and learning system to explicitly and directly teach critical thinking skills in a broad range of disciplines. Problem-based learning is argued to be a powerful pedagogical approach as it explicitly and actively engages students in a learning…

  9. [Problem based learning (PBL)--possible adaptation in psychiatry (debate)].

    PubMed

    Adamowski, Tomasz; Frydecka, Dorota; Kiejna, Andrzej

    2007-01-01

    Teaching psychiatry concerns mainly education of students studying medicine and clinical psychology, but it also concerns professional training the people specializing in psychiatry and in other fields of medicine. Since the requirements that medical professionals are obliged to meet are ever higher, it is essential to provide highest possible quality of teaching and to do so to use the best possible teaching models. One of the modern educational models is Problem Based Learning (PBL). Barrows' and Dreyfus' research as well as development of andragogy had major impact on the introduction of this model of teaching. There are favourable experiences of using PBL in teaching psychiatry reported, especially in the field of psychosomatics. Problem Based Learning gradually becomes a part of modern curricula in Western Europe. For this reason it is worth keeping in mind PBL's principles and knowingly apply them into practice, all the more the reported educational effects of using this method are very promising. PMID:17598426

  10. Team-Based Learning Practices and Principles in Comparison with Cooperative Learning and Problem-Based Learning

    ERIC Educational Resources Information Center

    Michaelsen, Larry K.; Davidson, Neil; Major, Claire Howell

    2014-01-01

    The authors address three questions: (1) What are the foundational practices of team-based learning (TBL)? (2) What are the fundamental principles underlying TBL's foundational practices? and (3) In what ways are TBL's foundational practices similar to and/or different from the practices employed by problem-based learning (PBL) and…

  11. Mars Exploration Rover Potentiometer Problems, Failures and Lessons Learned

    NASA Technical Reports Server (NTRS)

    Balzer, Mark

    2006-01-01

    During qualification testing of three types of non-wire-wound precision potentiometers for the Mars Exploration Rover, a variety of problems and failures were encountered. This paper will describe some of the more interesting problems, detail their investigations and present their final solutions. The failures were found to be caused by design errors, manufacturing errors, improper handling, test errors, and carelessness. A trend of decreasing total resistance was noted, and a resistance histogram was used to identify an outlier. A gang fixture is described for simultaneously testing multiple pots, and real time X-ray imaging was used extensively to assist in the failure analyses. Lessons learned are provided.

  12. N-learners problem: Learning Boolean combinations of halfspaces

    SciTech Connect

    Rao, N.S.V. . Dept. of Computer Science); Oblow, E.M.; Glover, C.W. )

    1992-03-01

    Given two subsets S{sub 1} and S{sub 2} (not necessarily finite) of {Re}{sup d} separable by a Boolean combination of N halfspaces, we consider the problem of learning the separation function from a finite set of examples, i.e. we produce with high probability a function close to the actual separating function. Our solution consists of a system of N perceptrons and a single consolidator which combines the outputs of the individual perceptrons. We show that an off-line version of this problem, where the examples are given in a batch, can be solved in time polynomial in the number of examples. We also provide an on-line learning algorithm that incrementally solves the problem by suitably training a system of N perceptrons much in the spirit of the classical perceptron learning algorithm. This solution constitutes an example of a composite system of N learners capable of accomplishing a task that is not achievable by a single learner, for a single perceptron is incapable of separating sets that are not linearly separable.

  13. Reinforcing Constructivist Teaching in Advanced Level Biochemistry through the Introduction of Case-Based Learning Activities

    ERIC Educational Resources Information Center

    Hartfield, Perry J.

    2010-01-01

    In the process of curriculum development, I have integrated a constructivist teaching strategy into an advanced-level biochemistry teaching unit. Specifically, I have introduced case-based learning activities into the teaching/learning framework. These case-based learning activities were designed to develop problem-solving skills, consolidate…

  14. Knowledge Building in Mathematics: Supporting Collaborative Learning in Pattern Problems

    ERIC Educational Resources Information Center

    Moss, Joan; Beatty, Ruth

    2006-01-01

    While it has been suggested that patterning activities support early algebra learning, it is widely acknowledged that the shift from perceiving patterns to understanding algebraic functions--and correspondingly, from reporting empirical patterns to providing explanations--is difficult. This paper reports on the collaborations of grade 4 students…

  15. Kinaesthetic Learning Activities and Learning about Solar Cells

    ERIC Educational Resources Information Center

    Richards, A. J.; Etkina, Eugenia

    2013-01-01

    Kinaesthetic learning activities (KLAs) can be a valuable pedagogical tool for physics instructors. They have been shown to increase engagement, encourage participation and improve learning outcomes. This paper details several KLAs developed at Rutgers University for inclusion in an instructional unit about semiconductors, p-n junctions and solar…

  16. Adult Learning Principles in Designing Learning Activities for Teacher Development

    ERIC Educational Resources Information Center

    Gravani, Maria N.

    2012-01-01

    The research reported in this paper is an investigation of the application of adult learning principles in designing learning activities for teachers' life-long development. The exploration is illustrated by qualitative data from a case study of adult educators' and adult learners' insights and experiences of a teacher development course organised…

  17. Student Activity and Learning Outcomes in a Virtual Learning Environment

    ERIC Educational Resources Information Center

    Romanov, Kalle; Nevgi, Anne

    2008-01-01

    The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

  18. Problem-Based Learning--Buginese Cultural Knowledge Model--Case Study: Teaching Mathematics at Junior High School

    ERIC Educational Resources Information Center

    Cheriani, Cheriani; Mahmud, Alimuddin; Tahmir, Suradi; Manda, Darman; Dirawan, Gufran Darma

    2015-01-01

    This study aims to determine the differences in learning output by using Problem Based Model combines with the "Buginese" Local Cultural Knowledge (PBL-Culture). It is also explores the students activities in learning mathematics subject by using PBL-Culture Models. This research is using Mixed Methods approach that combined quantitative…

  19. Simulator Building as a Problem-Based Learning Approach for Teaching Students in a Computer Architecture Course

    ERIC Educational Resources Information Center

    Ang, Li-minn; Seng, Kah Phooi

    2008-01-01

    This paper presents a Problem-Based Learning (PBL) approach to support and promote deeper student learning in a computer architecture course. A PBL approach using a simulator building activity was used to teach part of the course. The remainder of the course was taught using a traditional lecture-tutorial approach. Qualitative data was collected…

  20. Active learning in the presence of unlabelable examples

    NASA Technical Reports Server (NTRS)

    Mazzoni, Dominic; Wagstaff, Kiri

    2004-01-01

    We propose a new active learning framework where the expert labeler is allowed to decline to label any example. This may be necessary because the true label is unknown or because the example belongs to a class that is not part of the real training problem. We show that within this framework, popular active learning algorithms (such as Simple) may perform worse than random selection because they make so many queries to the unlabelable class. We present a method by which any active learning algorithm can be modified to avoid unlabelable examples by training a second classifier to distinguish between the labelable and unlabelable classes. We also demonstrate the effectiveness of the method on two benchmark data sets and a real-world problem.

  1. Faculty Adoption of Active Learning Classrooms

    ERIC Educational Resources Information Center

    Van Horne, Sam; Murniati, Cecilia Titiek

    2016-01-01

    Although post-secondary educational institutions are incorporating more active learning classrooms (ALCs) that support collaborative learning, researchers have less often examined the cultural obstacles to adoption of those environments. In this qualitative research study, we adopted the conceptual framework of activity theory to examine the…

  2. Active Learning in American History Class.

    ERIC Educational Resources Information Center

    Brill, Janice

    1996-01-01

    Describes the activities of a high school class that discovered the joy of history through experiential learning. Students learned traditional military tactics for their unit on the French and Indian Wars, and tried to apply them to a nearby woods. Includes similar activities for other historic periods. (MJP)

  3. Problem-based Learning for Nursing: Integrating Lessons form Other Disciplines with Nursing Experiences.

    ERIC Educational Resources Information Center

    Baker, Constance M.

    2000-01-01

    Reviews literature on problem-based learning in health sciences. Describes characteristics, outcomes, and implementation strategies and discusses the potential for problem-based learning in nursing education. (Contains 56 references.) (SK)

  4. Active Ageing, Active Learning: Policy and Provision in Hong Kong

    ERIC Educational Resources Information Center

    Tam, M.

    2011-01-01

    This paper discusses the relationship between ageing and learning, previous literature having confirmed that participation in continued learning in old age contributes to good health, satisfaction with life, independence and self-esteem. Realizing that learning is vital to active ageing, the Hong Kong government has implemented policies and…

  5. Learning Problems Related to the Concept of Field

    NASA Astrophysics Data System (ADS)

    Bradamante, Francesca; Michelini, Marisa; Stefanel, Alberto

    The concept of field has formed itself through a process of elaboration of concepts both on the historical level, and on that of mathematic formalism (integral or differential approach, Lagrangian and Hamiltonian formalism), and in the relationship between mathematics and physics. In didactic tradition it is used as an example of the formalised analogical process. Its phenomenological aspects and its characteristics of time and space are only partially described for the various types of field, mixing the descriptive and interpretative levels. In this review we select some of the main teaching-learning problems and student's diffculties with learning the concept of field, that many researches have stressed, such as: the concept of field and its representation by lines of force, the difference between field and force, the connection between field and its sources, the concept of the field's superposition and the interpretation of mathematical formulas, the application of the third principle of dynamics, the motion of the field's characteristic particles in the field itself. We consider the field in static situations, because these learning problems are fundamental and basic for when we will pass to dynamic situations (electromagnetic field).

  6. Do Active-Learning Strategies Improve Students' Critical Thinking?

    ERIC Educational Resources Information Center

    Nelson, Larry P.; Crow, Mary L.

    2014-01-01

    Improving students' ability to recognize work-related problems and apply effective strategies and solutions to fundamental challenges in the field is at the crux of a good college preparation. This paper attempts to investigate if active-learning strategies improve students' critical thinking ability in this regard. Participants were pre-service…

  7. Alternative Assessment in Problem-Based Learning: Strengths, Shortcomings and Sustainability

    ERIC Educational Resources Information Center

    Kumar, Muthu; Natarajan, Uma

    2007-01-01

    Problem-based learning (PBL) is a pedagogical method that challenges students to think intuitively, learn cooperatively in groups to seek solutions to real world problems. These problems are used as the building blocks to engage students' curiosity and initiate independent learning of subject matter. Authentic, alternative assessment plays a key…

  8. Teaching University-Level Technology Students via the Learning Preferences and Problem-Solving Approach

    ERIC Educational Resources Information Center

    Scott, Sophia; Koch, Doug

    2010-01-01

    This article focuses on how technology educators can challenge students to "think" about technical problems. A key aspect of success in quality problem solving is understanding learning preferences and problem-solving approaches. The Learning Style Inventory (LSI) can be used to assess an individual's ideal way to learn, in essence, a person's…

  9. Sequenced Integration and the Identification of a Problem-Solving Approach through a Learning Process

    ERIC Educational Resources Information Center

    Cormas, Peter C.

    2016-01-01

    Preservice teachers (N = 27) in two sections of a sequenced, methodological and process integrated mathematics/science course solved a levers problem with three similar learning processes and a problem-solving approach, and identified a problem-solving approach through one different learning process. Similar learning processes used included:…

  10. The Development of Online Tutorial Program Design Using Problem-Based Learning in Open Distance Learning System

    ERIC Educational Resources Information Center

    Said, Asnah; Syarif, Edy

    2016-01-01

    This research aimed to evaluate of online tutorial program design by applying problem-based learning Research Methods currently implemented in the system of Open Distance Learning (ODL). The students must take a Research Methods course to prepare themselves for academic writing projects. Problem-based learning basically emphasizes the process of…

  11. Learning in stochastic neural networks for constraint satisfaction problems

    NASA Technical Reports Server (NTRS)

    Johnston, Mark D.; Adorf, Hans-Martin

    1989-01-01

    Researchers describe a newly-developed artificial neural network algorithm for solving constraint satisfaction problems (CSPs) which includes a learning component that can significantly improve the performance of the network from run to run. The network, referred to as the Guarded Discrete Stochastic (GDS) network, is based on the discrete Hopfield network but differs from it primarily in that auxiliary networks (guards) are asymmetrically coupled to the main network to enforce certain types of constraints. Although the presence of asymmetric connections implies that the network may not converge, it was found that, for certain classes of problems, the network often quickly converges to find satisfactory solutions when they exist. The network can run efficiently on serial machines and can find solutions to very large problems (e.g., N-queens for N as large as 1024). One advantage of the network architecture is that network connection strengths need not be instantiated when the network is established: they are needed only when a participating neural element transitions from off to on. They have exploited this feature to devise a learning algorithm, based on consistency techniques for discrete CSPs, that updates the network biases and connection strengths and thus improves the network performance.

  12. Problem-based learning in American medical education: an overview.

    PubMed

    Donner, R S; Bickley, H

    1993-07-01

    The recent trend toward problem-based learning (PBL) in American medical education amounts to one of the most significant changes since the Flexner report motivated global university affiliation. In PBL, fundamental knowledge is mastered by the solving of problems, so basic information is learned in the same context in which it will be used. Also, the PBL curriculum employs student initiative as a driving force and supports a system of student-faculty interaction in which the student assumes primary responsibility for the process. The first PBL medical curriculum in North America was established at McMaster University in Toronto in 1969. The University of New Mexico was the first to adopt a medical PBL curriculum in the United States, and Mercer University School of Medicine in Georgia was the first U.S. medical school to employ PBL as its only curricular offering. Many interpretations of the basic PBL plan are in use in North American medical schools. Common features include small-group discussions of biomedical problems, a faculty role as facilitator, and the student's relative independence from scheduled lectures. The advantages of PBL are perceived as far outweighing its disadvantages, and the authors conclude that eventually it will see wider use at all levels of education. PMID:8374585

  13. Enhance Low-Achieving Students' Learning Involvement in Taiwan's Higher Education: An Approach via E-Learning with Problem-Based Learning and Self-Regulated Learning

    ERIC Educational Resources Information Center

    Lee, Tsang-Hsiung; Shen, Pei-Di; Tsai, Chia-Wen

    2010-01-01

    This study explored the effects of web-enabled pedagogies on students' involvement in learning. A series of quasi-experiments were conducted to investigate whether students' involvement increases over time if intervened, respectively, by problem-based learning (PBL), self-regulated learning (SRL), and their combinations. Two classes of 102…

  14. The Topography Tub Learning Activity

    NASA Astrophysics Data System (ADS)

    Glesener, G. B.

    2014-12-01

    Understanding the basic elements of a topographic map (i.e. contour lines and intervals) is just a small part of learning how to use this abstract representational system as a resource in geologic mapping. Interpretation of a topographic map and matching its features with real-world structures requires that the system is utilized for visualizing the shapes of these structures and their spatial orientation. To enrich students' skills in visualizing topography from topographic maps a spatial training activity has been developed that uses 3D objects of various shapes and sizes, a sighting tool, a plastic basin, water, and transparencies. In the first part of the activity, the student is asked to draw a topographic map of one of the 3D objects. Next, the student places the object into a plastic tub in which water is added to specified intervals of height. The shoreline at each interval is used to reference the location of the contour line the student draws on a plastic inkjet transparency directly above the object. A key part of this activity is the use of a sighting tool by the student to assist in keeping the pencil mark directly above the shoreline. It (1) ensures the accurate positioning of the contour line and (2) gives the learner experience with using a sight before going out into the field. Finally, after the student finishes drawing the contour lines onto the transparency, the student can compare and contrast the two maps in order to discover where improvements in their visualization of the contours can be made. The teacher and/or peers can also make suggestions on ways to improve. A number of objects with various shapes and sizes are used in this exercise to produce contour lines representing the different types of topography the student may encounter while field mapping. The intended outcome from using this visualization training activity is improvement in performance of visualizing topography as the student moves between the topographic representation and

  15. Problem vs. Subject: Pupils Learn More in Problem-Centered Units, According to 16-Unit, 1,415-Pupil Experiment.

    ERIC Educational Resources Information Center

    Kight, Stanford S.; Mickelson, John M.

    1995-01-01

    Reprints an article originally published in 1949. Determines the relative effects on learning of problem-centered and subject-centered units of instruction. Finds that pupils learned significantly more factual information and made more connections of specific rules of action with their corresponding facts with the problem type. Suggests that…

  16. Using Elearning techniques to support problem based learning within a clinical simulation laboratory.

    PubMed

    Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

    2004-01-01

    This paper details the results of the first phase of a project that used eLearning to support students' learning within a simulated environment. The locus was a purpose built Clinical Simulation Laboratory (CSL) where the School's newly adopted philosophy of Problem Based Learning (PBL) was challenged through lecturers reverting to traditional teaching methods. The solution, a student-centred, problem-based approach to the acquisition of clinical skills was developed using learning objects embedded within web pages that substituted for lecturers providing instruction and demonstration. This allowed lecturers to retain their facilitator role, and encouraged students to explore, analyse and make decisions within the safety of a clinical simulation. Learning was enhanced through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that an elearning approach can support PBL in delivering a student centred learning experience. PMID:15360935

  17. Comparison of Problem-based Learning With Lecture-based Learning

    PubMed Central

    Khoshnevisasl, Parisa; Sadeghzadeh, Mansour; Mazloomzadeh, Saeidah; Hashemi Feshareki, Reza; Ahmadiafshar, Akefeh

    2014-01-01

    Background: Problem-based learning (PBL) is one of the most commonly used educational methods in medical schools of different countries. By working through this method, students think critically, generate ideas, and acquire the knowledge and skills required to become a doctor. Objectives: This study aimed to compare problem-based learning with lecture-based learning in the education of medical students. Materials and Methods: This crossover interventional study was conducted on 40 medical students in pediatric ward of Zanjan University of Medical Sciences. All of the students were enrolled in the study and divided into two groups by simple randomization. Then two topics in pediatric courses were chosen. One of the topics was presented as LBL for the first group and as PBL for the second group. The other topic was presented as PBL for the first group and as LBL for the second group. Results: The median score of the exam was higher in the intervention group compare to the control group for both topics. However, the difference was not statistically significant. Students preferred problem-based learning over lecture-based learning because of motivation boost, a higher quality of education, knowledge retention, class attractiveness, and practical use. Conclusions: Students’ knowledge was similar in both methods. PMID:25031862

  18. Investigating ICT Using Problem-Based Learning in Face-to-Face and Online Learning Environments

    ERIC Educational Resources Information Center

    Pearson, John

    2006-01-01

    This article reports on the design, implementation and evaluation of a module in the MEd (Business) in the Faculty of Education at the University of Hong Kong in which an explicit problem-based learning (PBL) approach was used to investigate the challenges associated with the adoption and use of information and communication technologies (ICT) in…

  19. Creative Writing, Problem-Based Learning, and Game-Based Learning Principles

    ERIC Educational Resources Information Center

    Trekles, Anastasia M.

    2012-01-01

    This paper examines how virtual worlds and other advanced social media can be married with problem-based learning to encourage creativity and critical thinking in the English/Language Arts classroom, particularly for middle school, high school, and undergraduate college education. Virtual world experiences such as "Second Life," Jumpstart.com, and…

  20. Evaluating a "Second Life" Problem-Based Learning (PBL) Demonstrator Project: What Can We Learn?

    ERIC Educational Resources Information Center

    Beaumont, Chris; Savin-Baden, Maggi; Conradi, Emily; Poulton, Terry

    2014-01-01

    This article reports the findings of a demonstrator project to evaluate how effectively Immersive Virtual Worlds (IVWs) could support problem-based learning. The project designed, created and evaluated eight scenarios within "Second Life" (SL) for undergraduate courses in health care management and paramedic training. Evaluation was…

  1. Learning To Reason through Discourse in a Problem-based Learning Group.

    ERIC Educational Resources Information Center

    Frederiksen, Carl H.

    1999-01-01

    Examines the discourse of a problem-based learning group in medicine. Finds evidence of a differential diagnosis frame to organize the group's diagnostic inquiry procedures; coconstruction of explanatory case models linking causes to clinical symptoms through interactive discussion; processes of collaborative reasoning in evaluating alternative…

  2. Measuring Teachers' Learning from a Problem-Based Learning Approach to Professional Development in Science Education

    ERIC Educational Resources Information Center

    Weizman, Ayelet; Covitt, Beth A.; Koehler, Matthew J.; Lundeberg, Mary A.; Oslund, Joy A.; Low, Mark R.; Eberhardt, Janet; Urban-Lurain, Mark

    2008-01-01

    In this study we measured changes in science teachers' conceptual science understanding (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year…

  3. [Application of problem-based learning in teaching practice of Science of Meridians and Acupoints].

    PubMed

    Wang, Xiaoyan; Tang, Jiqin; Ying, Zhenhao; Zhang, Yongchen

    2015-02-01

    Science of Meridians and Acupoints is the bridge between basic medicine and clinical medicine of acupuncture and moxibustion. This teaching practice was conducted in reference to the teaching mode of problembased learning (PBL), in association with the clinical design problems, by taking as the students as the role and guided by teachers. In order to stimulate students' active learning enthusiasm, the writers implemented the class teaching in views of the typical questions of clinical design, presentation of study group, emphasis on drawing meridian running courses and acupoint locations, summarization and analysis, as well as comprehensive evaluation so that the comprehensive innovative ability of students and the teaching quality could be improved. PMID:25854029

  4. Encrypted Objects and Decryption Processes: Problem-Solving with Functions in a Learning Environment Based on Cryptography

    ERIC Educational Resources Information Center

    White, Tobin

    2009-01-01

    This paper introduces an applied problem-solving task, set in the context of cryptography and embedded in a network of computer-based tools. This designed learning environment engaged students in a series of collaborative problem-solving activities intended to introduce the topic of functions through a set of linked representations. In a…

  5. Invention activities as preparation for learning laboratory data handling skills

    NASA Astrophysics Data System (ADS)

    Day, James

    2012-10-01

    Undergraduate physics laboratories are often driven by a mix of goals, and usually enough of them to cause cognitive overload for the student. Our recent findings align well with studies indicating that students often exit a physics lab without having properly learned how to handle real data. The value of having students explore the underlying structure of a problem before being able to solve it has been shown as an effective way to ready students for learning. Borrowing on findings from the fields of education and cognitive psychology, we use ``invention activities'' to precede direct instruction and bolster learning. In this talk I will show some of what we have learned about students' data handling skills, explain how an invention activity works, and share some observations of successful transfer.

  6. Active Learning through Toy Design and Development

    ERIC Educational Resources Information Center

    Sirinterlikci, Arif; Zane, Linda; Sirinterlikci, Aleea L.

    2009-01-01

    This article presents an initiative that is based on active learning pedagogy by engaging elementary and middle school students in the toy design and development field. The case study presented in this article is about student learning experiences during their participation in the TOYchallenge National Toy Design Competition. Students followed the…

  7. Child Development: An Active Learning Approach

    ERIC Educational Resources Information Center

    Levine, Laura E.; Munsch, Joyce

    2010-01-01

    Within each chapter of this innovative topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research connected to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students.…

  8. Conditions for Apprentices' Learning Activities at Work

    ERIC Educational Resources Information Center

    Messmann, Gerhard; Mulder, Regina H.

    2015-01-01

    The aim of this study was to investigate how apprentices' learning activities at work can be fostered. This is a crucial issue as learning at work enhances apprentices' competence development and prepares them for professional development on the job. Therefore, we conducted a study with 70 apprentices in the German dual system and examined the…

  9. 61 Cooperative Learning Activities in ESL.

    ERIC Educational Resources Information Center

    Hirsch, Charles; Supple, Deborah Beres

    Cooperative learning activities, instructional strategies, and reproducible classroom materials are provided to assist teachers with English-as-a-Second-Language learners in their classes. They are designed to help students develop English language skills using conversation-based cooperative learning principles, with native speakers and ESL…

  10. Where's the Evidence that Active Learning Works?

    ERIC Educational Resources Information Center

    Michael, Joel

    2006-01-01

    Calls for reforms in the ways we teach science at all levels, and in all disciplines, are wide spread. The effectiveness of the changes being called for, employment of student-centered, active learning pedagogy, is now well supported by evidence. The relevant data have come from a number of different disciplines that include the learning sciences,…

  11. A comparison of traditional learning and problem-based learning in pharmacology education for athletic training students

    NASA Astrophysics Data System (ADS)

    McGee, Michael Richard

    The purpose of this research project was to compare Traditional Learning (TL) activities with Problem-based Learning (PBL) activities in an undergraduate pharmacology course. Fifteen athletic training students served as the sample. The students completed a four-week program focusing on analgesic and anti-inflammatory medications. All students received instruction via TL methods and PBL methods. The two methods were compared on measures of student satisfaction, content acquisition, problem-solving skill, and critical thinking skills. The results revealed a statistically significant difference (p value < .001) for student performance on essay exams when scored for problem solving skills. There were no statistically significant differences for content acquisition using multiple-choice exams or on the California Critical Thinking Skills Test (CCTST). The focus group revealed support for the reported benefits of PBL, support for TL, and encouragement for a combined course. The results suggest that the PBL method is as effective as the TL method in regards to content acquisition and performance on the CCTST. However, student problem solving abilities appear to improve after PBL methods as evidenced with the improved performance on the essay exams. Educational effectiveness and reported benefits from the focus group support the use of PBL in the education of athletic training students in the domain of pharmacology.

  12. "Active Learning for Active Citizenship": Democratic Citizenship and Lifelong Learning

    ERIC Educational Resources Information Center

    Annette, John

    2009-01-01

    This article explores to what extent citizenship education for lifelong learning should be based on a more "political" or civic republican conception of citizenship as compared to a liberal individualist conception, which emphasizes individual rights, or a communitarian conception, which emphasizes moral and social responsibilities. It also…

  13. Boundary Crossings: Cooperative Learning, Collaborative Learning, and Problem-Based Learning

    ERIC Educational Resources Information Center

    Davidson, Neil; Major, Claire Howell

    2014-01-01

    Since the 1960s, there has been growing and sustained interest in small-group learning approaches at the school level and in higher education. A voluminous body of literature in this area addresses theory, research, classroom practice, and faculty development. The approaches most highly represented in the literature are cooperative learning,…

  14. Problem-Based Learning: A Learning Environment for Enhancing Learning Transfer

    ERIC Educational Resources Information Center

    Hung, Woei

    2013-01-01

    Knowledge application and transfer is one of the ultimate learning goals in education. For adult learners, these abilities are not only beneficial but also critical. The ability to apply knowledge learned from school is only a basic requirement in workplaces. In this ever-changing world, the ability to near and far transfer knowledge is the skill…

  15. Peeling back the layers of learning: a classroom model for problem-based learning.

    PubMed

    McLoughlin, Moira; Darvill, Angela

    2007-05-01

    This paper aims to provide an informative discussion with underpinning rationales about the use of a problem-based learning (PBL) classroom model, supported by a structured process for undertaking PBL. PBL was implemented as a main teaching and learning strategy for a diploma in nursing programme as advised by the Department of Health [Department of Health., 1999. Making a difference: Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health and Health Care. Department of Health, London.] and the United Kingdom Central Council for nurses, midwifes and health visitors [United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1999. Fitness for Practice. UKCC, London.]. The implementation and change to the PBL approach is not without challenges, and so it was considered important to facilitate this change effectively. Through ongoing reflection, peer discussions and continuous review of the literature following studies at Masters Level, it was identified that the design of a model may guide students and facilitators who were new to the PBL process to help students identify relevant learning needs and thus enable them to achieve the learning outcomes of a dynamic curriculum [Darvill, A., 2000. Developing Problem-based Learning in the Nursing Education Curriculum: A Case Study. Unpublished MSc Dissertation, University of Huddersfield, Huddersfield; McLoughlin, M., 2002. An Exploration of the Role of the Problem-based Learning Facilitator: An Ethnographic Study of Role Transition in a Higher Education Institution 'Paradigm Shift or New Ways of Working'. Unpublished MSc Dissertation. University of Huddersfield, Huddersfield.]. In this paper the key components of the model will be described. PMID:17399857

  16. Point-of-Purchase Advertising. Learning Activity.

    ERIC Educational Resources Information Center

    Shackelford, Ray

    1998-01-01

    In this technology education activity, students learn the importance of advertising, conduct a day-long survey of advertising strategies, and design and produce a tabletop point-of-purchase advertisement. (JOW)

  17. An Active Learning Project for Forage Courses.

    ERIC Educational Resources Information Center

    Hall, M. H.

    1989-01-01

    Presented is a successfully implemented active learning project and results of a survey to assess the success of the project. Materials and methods are discussed, and an example of one project is provided. (Author/CW)

  18. Dopamine, reward learning, and active inference

    PubMed Central

    FitzGerald, Thomas H. B.; Dolan, Raymond J.; Friston, Karl

    2015-01-01

    Temporal difference learning models propose phasic dopamine signaling encodes reward prediction errors that drive learning. This is supported by studies where optogenetic stimulation of dopamine neurons can stand in lieu of actual reward. Nevertheless, a large body of data also shows that dopamine is not necessary for learning, and that dopamine depletion primarily affects task performance. We offer a resolution to this paradox based on an hypothesis that dopamine encodes the precision of beliefs about alternative actions, and thus controls the outcome-sensitivity of behavior. We extend an active inference scheme for solving Markov decision processes to include learning, and show that simulated dopamine dynamics strongly resemble those actually observed during instrumental conditioning. Furthermore, simulated dopamine depletion impairs performance but spares learning, while simulated excitation of dopamine neurons drives reward learning, through aberrant inference about outcome states. Our formal approach provides a novel and parsimonious reconciliation of apparently divergent experimental findings. PMID:26581305

  19. Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

    PubMed

    Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

    2005-03-01

    World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology. PMID:15718381

  20. People with Learning Disabilities and "Active Ageing"

    ERIC Educational Resources Information Center

    Foster, Liam; Boxall, Kathy

    2015-01-01

    Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…

  1. Enhancing Problem-Solving Skills of Pre-Service Elementary School Teachers through Problem-Based Learning

    ERIC Educational Resources Information Center

    Koray, Ozlem; Presley, Arzu; Koksal, Mustafa Serdar; Ozdemir, Muhammet

    2008-01-01

    The purpose of this research is to enhance pre-service teachers' problem-solving skills by giving them opportunity to understand the problem solving process. The study, using an experimental approach, was conducted with 85 pre-service elementary school teachers. The experimental group experienced problem based learning (PBL), while the control…

  2. Does Problem-Based Learning Improve Problem Solving Skills?--A Study among Business Undergraduates at Malaysian Premier Technical University

    ERIC Educational Resources Information Center

    Kadir, Z. Abdul; Abdullah, N. H.; Anthony, E.; Salleh, B. Mohd; Kamarulzaman, R.

    2016-01-01

    Problem-based Learning (PBL) approach has been widely used in various disciplines since it is claimed to improve students' soft skills. However, empirical supports on the effect of PBL on problem solving skills have been lacking and anecdotal in nature. This study aimed to determine the effect of PBL approach on students' problem solving skills…

  3. Redesigning Chat Forum for Critical Thinking in a Problem-Based Learning Environment

    ERIC Educational Resources Information Center

    Chiang, Akcell Chii-Chung; Fung, Isaac Pak-Wah

    2004-01-01

    Support is needed to promote problem-based learning (PBL) and to enhance critical thinking skills in discussion-based Internet forums. By advancing the capabilities of chat room and forum software, problem-based discussions for learning can be supported further in online learning environments. In this paper, the authors report on MALESAbrain, an…

  4. Evaluation of Health Profession Student Attitudes toward an Online Nutrition Education Problem-Based Learning Module

    ERIC Educational Resources Information Center

    Gould, Kathleen; Sadera, William

    2015-01-01

    The intent of problem-based learning (PBL) is to increase student motivation to learn, to promote critical thinking and to teach students to learn with complexity. PBL encourages students to understand that there are no straightforward answers and that problem solutions depend on context. This paper discusses the experience of undergraduate health…

  5. Development and Design of Problem Based Learning Game-Based Courseware

    ERIC Educational Resources Information Center

    Chang, Chiung-Sui; Chen, Jui-Fa; Chen, Fei-Ling

    2015-01-01

    In an educational environment, instructors would always think of ways to provide students with motivational learning materials and efficient learning strategies. Hence, many researchers have proposed that students' problem-solving ability enhances their learning. Problem-solving ability plays an important role for users in dealing with problems…

  6. Problem-Based Educational Game Becomes Student-Centered Learning Environment

    ERIC Educational Resources Information Center

    Rodkroh, Pornpimon; Suwannatthachote, Praweenya; Kaemkate, Wannee

    2013-01-01

    Problem-based educational games are able to provide a fun and motivating environment for teaching and learning of certain subjects. However, most educational game models do not address the learning elements of problem-based educational games. This study aims to synthesize and to propose the important elements to facilitate the learning process and…

  7. The Effectiveness of Problem-Based Learning on Teaching the First Law of Thermodynamics

    ERIC Educational Resources Information Center

    Tatar, Erdal; Oktay, Munir

    2011-01-01

    Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study…

  8. A Model for Ubiquitous Serious Games Development Focused on Problem Based Learning

    ERIC Educational Resources Information Center

    Dorneles, Sandro Oliveira; da Costa, Cristiano André; Rigo, Sandro José

    2015-01-01

    The possibility of using serious games with problem-based learning opens up huge opportunities to connect the experiences of daily life of students with learning. In this context, this article presents a model for serious and ubiquitous games development, focusing on problem based learning methodology. The model allows teachers to create games…

  9. Striking the Right Balance: An Evaluation of a Literature Database To Support Problem Based Learning.

    ERIC Educational Resources Information Center

    Quinlan, Kathleen M.

    Faculty at the College of Veterinary Medicine, Cornell University, have developed a bibliographic database of articles to support problem based learning. The database, its role in the curriculum, and its effectiveness in guiding, without undermining, self-directed learning were studied, using the goals of problem based learning as a framework.…

  10. Going the Distance: Active Learning.

    ERIC Educational Resources Information Center

    Notar, Charles E.; Restauri, Sherri; Wilson, Janell D.; Friery, Kathleen A.

    The growth and development of distance learning (DL) programs is on the rise. This review examines the literature looking for instructional techniques and methods for the teacher desiring to use DL technology to maximize student achievement and cognitive development and to increase student interaction. The three major relationships within the…

  11. Learning Activism, Acting with Phronesis

    ERIC Educational Resources Information Center

    Lee, Yew-Jin

    2015-01-01

    The article "Socio-political development of private school children mobilising for disadvantaged others" by Darren Hoeg, Natalie Lemelin, and Lawrence Bencze described a language-learning curriculum that drew on elements of Socioscientific issues and Science, Technology, Society and Environment. Results showed that with a number of…

  12. A Problem Based Learning (PBL) Application for the Teaching of Mathematics and Chemistry in Higher Schools and Tertiary Education: An Integrative Approach

    ERIC Educational Resources Information Center

    Fatokun, J. O.; Fatokun, K. V. F.

    2013-01-01

    In this paper, we present the concept of problem-based learning as a tool for learning Mathematics and Chemistry, and in fact, all sciences, using life situations or simulated scenario. The methodology involves some level of brain storming. Here, active learning takes place and knowledge gained by students either way through a collaborative…

  13. Improving Classroom Learning by Collaboratively Observing Human Tutoring Videos while Problem Solving

    ERIC Educational Resources Information Center

    Craig, Scotty D.; Chi, Michelene T. H.; VanLehn, Kurt

    2009-01-01

    Collaboratively observing tutoring is a promising method for observational learning (also referred to as vicarious learning). This method was tested in the Pittsburgh Science of Learning Center's Physics LearnLab, where students were introduced to physics topics by observing videos while problem solving in Andes, a physics tutoring system.…

  14. Problem-Based Learning, Group Process and the Mid-Career Professional: Implications for Graduate Education.

    ERIC Educational Resources Information Center

    Fenwick, Tara J.

    2002-01-01

    Examined mid-career professionals' perceptions of their long-term learning in a master's leadership program centered on problem-based learning (PBL). Found that students perceived their most valuable learning was related to two main areas: group process and self-knowledge (including sub-themes of learning to understand different perspectives, to…

  15. An approach towards problem-based learning in virtual space

    PubMed Central

    Freudenberg, Lutz S.; Bockisch, Andreas; Beyer, Thomas

    2010-01-01

    Problem-based learning (PBL) is an established and efficient approach to sustainable teaching. Here, we describe translation of PBL into the virtual classroom thereby offering novel teaching aspects in the field of Nuclear Medicine. Our teaching approach is implemented on a "moodle" platform and consists of 2 modules: complementary seminar teaching materials and a virtual PBL-classroom, which can be attended via Skype. Over the course of 4 semesters 539 students have accessed our teaching platform. 21 students have participated in the PBL seminar (module 2). After resolving some minor technical difficulties our virtual seminars have evolved into a forum of intense studies, whereby the participating students have learned to become more independent along the workup of the teaching cases. This was reflected in the results of the intra-group presentations and discussions. Quantitative and qualitative evaluation of our moodle-based PBL platform indicates an increasing level of acceptance and enthusiasm by the students. This has initiated discussions about opening our PBL concept to a wider audience within the university and beyond the Nuclear Medicine specialty. PMID:21818218

  16. Problem based learning in mental health nursing: the students' experience.

    PubMed

    Cooper, Carol; Carver, Neil

    2012-04-01

    Problem based learning (PBL) is well established within the field of health-care education for professionals worldwide, although little has been done to explore the experiences of students undertaking a PBL course in mental health nursing. Without firm evidence of the benefits of PBL, educationalists in mental health might be reluctant to view it as an option in curricula design. This U.K. study examined the experiences of pre-registration post-graduate mental health student nurses undertaking a 2-year educational course in which all teaching and assessment followed a PBL philosophy. Focus groups were used throughout the course to elicit in-depth qualitative data that was analysed by applying a constant comparative method. The analysis of the data uncovered the following broad themes: 'moves to autonomy, 'surviving the groups' and 'the impact of PBL'. The findings show that participants had mainly positive experiences and gained a range of study and interpersonal skills central to mental health nursing. Participants described initial anxieties resulting from engagement in PBL. However, they increasingly gained confidence in this approach, exercising increasing control over the PBL process. Despite this increased autonomy, participants continued to value the input of skilled facilitators. A recurring issue centred on the potential for interpersonal conflict within the student group and its impact on their learning. It is suggested that more research is needed examining the use of PBL in mental health nursing. PMID:22313509

  17. Actively learning object names across ambiguous situations.

    PubMed

    Kachergis, George; Yu, Chen; Shiffrin, Richard M

    2013-01-01

    Previous research shows that people can use the co-occurrence of words and objects in ambiguous situations (i.e., containing multiple words and objects) to learn word meanings during a brief passive training period (Yu & Smith, 2007). However, learners in the world are not completely passive but can affect how their environment is structured by moving their heads, eyes, and even objects. These actions can indicate attention to a language teacher, who may then be more likely to name the attended objects. Using a novel active learning paradigm in which learners choose which four objects they would like to see named on each successive trial, this study asks whether active learning is superior to passive learning in a cross-situational word learning context. Finding that learners perform better in active learning, we investigate the strategies and discover that most learners use immediate repetition to disambiguate pairings. Unexpectedly, we find that learners who repeat only one pair per trial--an easy way to infer this pair-perform worse than those who repeat multiple pairs per trial. Using a working memory extension to an associative model of word learning with uncertainty and familiarity biases, we investigate individual differences that correlate with these assorted strategies. PMID:23335580

  18. Understanding the Problem. Problem Solving and Communication Activity Series. The Math Forum: Problems of the Week

    ERIC Educational Resources Information Center

    Math Forum @ Drexel, 2009

    2009-01-01

    Different techniques for understanding a problem can lead to ideas for never-used-before solutions. Good problem-solvers use a problem-solving strategy and may come back to it frequently while they are working on the problem to refine their strategy, see if they can find better solutions, or find other questions. Writing is an integral part of…

  19. Experienced Teachers' Informal Learning: Learning Activities and Changes in Behavior and Cognition

    ERIC Educational Resources Information Center

    Hoekstra, Annemarieke; Brekelmans, Mieke; Beijaard, Douwe; Korthagen, Fred

    2009-01-01

    In this study on 32 teachers' learning in an informal learning environment, we analyzed changes in conceptions and behavior regarding students' active and self-regulated learning (ASL), and relations with the teachers' learning activities. Few relations were found between observed changes in "behavior" and learning activities. Changes in…

  20. Promoting Active Learning: The Use of Computational Software Programs

    NASA Astrophysics Data System (ADS)

    Dickinson, Tom

    The increased emphasis on active learning in essentially all disciplines is proving beneficial in terms of a student's depth of learning, retention, and completion of challenging courses. Formats labeled flipped, hybrid and blended facilitate face-to-face active learning. To be effective, students need to absorb a significant fraction of the course material prior to class, e.g., using online lectures and reading assignments. Getting students to assimilate and at least partially understand this material prior to class can be extremely difficult. As an aid to achieving this preparation as well as enhancing depth of understanding, we find the use of software programs such as Mathematica®or MatLab®, very helpful. We have written several Mathematica®applications and student exercises for use in a blended format two semester E&M course. Formats include tutorials, simulations, graded and non-graded quizzes, walk-through problems, exploration and interpretation exercises, and numerical solutions of complex problems. A good portion of this activity involves student-written code. We will discuss the efficacy of these applications, their role in promoting active learning, and the range of possible uses of this basic scheme in other classes.

  1. Patterns and Rates of Learning in Two Problem-Based Learning Courses Using Outcome Based Assessment and Elaboration Theory

    ERIC Educational Resources Information Center

    Kuruganti, Usha; Needham, Ted; Zundel, Pierre

    2012-01-01

    The concept of "practice makes perfect" was examined in this work in the context of effective learning. Specifically, we wanted to know how much practice was needed for students to demonstrate mastery of learning outcomes. Student learning patterns in two different university courses that use a similar education approach involving problem based…

  2. Effects of Problem-Based Learning on Recognition Learning and Transfer Accounting for GPA and Goal Orientation

    ERIC Educational Resources Information Center

    Bergstrom, Cassendra M.; Pugh, Kevin J.; Phillips, Michael M.; Machlev, Moshe

    2016-01-01

    Conflicting research results have stirred controversy over the effectiveness of problem-based learning (PBL) compared to direct instruction at fostering content learning, particularly for novices. We addressed this by investigating effectiveness with respect to recognition learning and transfer and conducting an aptitude-treatment interaction…

  3. Dimensions of Problem Based Learning--Dialogue and Online Collaboration in Projects

    ERIC Educational Resources Information Center

    Andreasen,, Lars Birch; Nielsen, Jørgen Lerche

    2013-01-01

    The article contributes to the discussions on problem based learning and project work, building on and reflecting the experiences of the authors. Four perspectives are emphasized as central to a contemporary approach to problem- and project-based learning: the exploration of problems, projects as a method, online collaboration, and the dialogic…

  4. The Psychological Basis of Problem-Based Learning: A Review of the Evidence.

    ERIC Educational Resources Information Center

    Norman, Geoffrey R.; Schmidt, Henk G.

    1992-01-01

    Review of experimental evidence concerning the effectiveness of problem-based learning suggests that the approach may not improve content-free problem solving; may initially reduce learning levels but fosters long-term retention; may enhance transfer of concepts and integration of concepts into clinical problems; enhances intrinsic interest of…

  5. Learning Problem-Solving Rules as Search through a Hypothesis Space

    ERIC Educational Resources Information Center

    Lee, Hee Seung; Betts, Shawn; Anderson, John R.

    2016-01-01

    Learning to solve a class of problems can be characterized as a search through a space of hypotheses about the rules for solving these problems. A series of four experiments studied how different learning conditions affected the search among hypotheses about the solution rule for a simple computational problem. Experiment 1 showed that a problem…

  6. Alien Rescue: A Problem-Based Hypermedia Learning Environment for Middle School Science

    ERIC Educational Resources Information Center

    Liu, Min; Williams, Doug; Pedersen, Susan

    2002-01-01

    This article describes an innovative hypermedia product for sixth graders in space science: Alien Rescue. Using a problem-based learning approach that is highly interactive, Alien Rescue engages students in scientific investigations aimed at finding solutions to complex and meaningful problems. Problem-based learning (PBL) is an instructional…

  7. Finding Trustworthy Experts to Help Problem Solving on the Programming Learning Forum

    ERIC Educational Resources Information Center

    Tseng, Shian-Shyong; Weng, Jui-Feng

    2010-01-01

    The most important thing for learners in Programming Language subject is problem solving. During the practical programming project, various problems may occur and learners usually need consultation from the senior programmers (i.e. the experts) to assist them in solving the problems. Thus, the inquiry-based learning with learning forum is applied…

  8. Project-Based Learning Using Discussion and Lesson-Learned Methods via Social Media Model for Enhancing Problem Solving Skills

    ERIC Educational Resources Information Center

    Jewpanich, Chaiwat; Piriyasurawong, Pallop

    2015-01-01

    This research aims to 1) develop the project-based learning using discussion and lesson-learned methods via social media model (PBL-DLL SoMe Model) used for enhancing problem solving skills of undergraduate in education student, and 2) evaluate the PBL-DLL SoMe Model used for enhancing problem solving skills of undergraduate in education student.…

  9. Empowering Engineering College Staff to Adopt Active Learning Methods

    NASA Astrophysics Data System (ADS)

    Pundak, David; Rozner, Shmaryahu

    2008-04-01

    There is a growing consensus that traditional instruction in basic science courses, in institutions of higher learning, do not lead to the desired results. Most of the students who complete these courses do not gain deep knowledge about the basic concepts and develop a negative approach to the sciences. In order to deal with this problem, a variety of methods have been proposed and implemented, during the last decade, which focus on the "active learning" of the participating students. We found that the methods developed in MIT and NCSU were fruitful and we adopted their approach. Despite research-based evidence of the success of these methods, they are often met by the resistance of the academic staff. This article describes how one institution of higher learning organized itself to introduce significant changes into its introductory science courses, as well as the stages teachers undergo, as they adopt innovative teaching methods. In the article, we adopt the Rogers model of the innovative-decision process, which we used to evaluate the degree of innovation adoption by seven members of the academic staff. An analysis of interview and observation data showed that four factors were identified which influence the degree innovation adoption: (1) teacher readiness to seriously learn the theoretical background of "active learning"; (2) the development of an appropriate local model, customized to the beliefs of the academic staff; (3) teacher expertise in information technologies, and (4) the teachers' design of creative solutions to problems that arose during their teaching.

  10. Environmental Monitoring Networks Optimization Using Advanced Active Learning Algorithms

    NASA Astrophysics Data System (ADS)

    Kanevski, Mikhail; Volpi, Michele; Copa, Loris

    2010-05-01

    The problem of environmental monitoring networks optimization (MNO) belongs to one of the basic and fundamental tasks in spatio-temporal data collection, analysis, and modeling. There are several approaches to this problem, which can be considered as a design or redesign of monitoring network by applying some optimization criteria. The most developed and widespread methods are based on geostatistics (family of kriging models, conditional stochastic simulations). In geostatistics the variance is mainly used as an optimization criterion which has some advantages and drawbacks. In the present research we study an application of advanced techniques following from the statistical learning theory (SLT) - support vector machines (SVM) and the optimization of monitoring networks when dealing with a classification problem (data are discrete values/classes: hydrogeological units, soil types, pollution decision levels, etc.) is considered. SVM is a universal nonlinear modeling tool for classification problems in high dimensional spaces. The SVM solution is maximizing the decision boundary between classes and has a good generalization property for noisy data. The sparse solution of SVM is based on support vectors - data which contribute to the solution with nonzero weights. Fundamentally the MNO for classification problems can be considered as a task of selecting new measurement points which increase the quality of spatial classification and reduce the testing error (error on new independent measurements). In SLT this is a typical problem of active learning - a selection of the new unlabelled points which efficiently reduce the testing error. A classical approach (margin sampling) to active learning is to sample the points closest to the classification boundary. This solution is suboptimal when points (or generally the dataset) are redundant for the same class. In the present research we propose and study two new advanced methods of active learning adapted to the solution of

  11. Is Peer Interaction Necessary for Optimal Active Learning?

    ERIC Educational Resources Information Center

    Linton, Debra L.; Farmer, Jan Keith; Peterson, Ernie

    2014-01-01

    Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of…

  12. Karyotype Analysis Activity: A Constructivist Learning Design

    ERIC Educational Resources Information Center

    Ahmed, Noveera T.

    2015-01-01

    This classroom activity is based on a constructivist learning design and engages students in physically constructing a karyotype of three mock patients. Students then diagnose the chromosomal aneuploidy based on the karyotype, list the symptoms associated with the disorder, and discuss the implications of the diagnosis. This activity is targeted…

  13. RoboResource Technology Learning Activities.

    ERIC Educational Resources Information Center

    Keck, Tom, Comp.; Frye, Ellen, Ed.

    Preparing students to be successful in a rapidly changing world means showing them how to use the tools of technology and how to integrate those tools into all areas of learning. This booklet is divided into three sections: Design Activities, Experiments, and Resources. The design activities ask students to collaborate on design projects. In these…

  14. Learning Activities for the Growth Season.

    ERIC Educational Resources Information Center

    Darby, Linda, Ed.

    This poster, illustrated with a graphic of a caterpillar changing to a cocoon and emerging as a butterfly, presents learning activities for 7 weeks based on the seven stages of growth in the President's "Call to Action." Each week includes 5 days of activities based on seven themes: (1) "Reading on Your Own"; (2) "Getting Ready for Algebra"; (3)…

  15. Oral Hygiene. Instructor's Packet. Learning Activity Package.

    ERIC Educational Resources Information Center

    Hime, Kirsten

    This instructor's packet accompanies the learning activity package (LAP) on oral hygiene. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, additional resources (student handouts), student performance checklists for both…

  16. Reconstructing Causal Biological Networks through Active Learning.

    PubMed

    Cho, Hyunghoon; Berger, Bonnie; Peng, Jian

    2016-01-01

    Reverse-engineering of biological networks is a central problem in systems biology. The use of intervention data, such as gene knockouts or knockdowns, is typically used for teasing apart causal relationships among genes. Under time or resource constraints, one needs to carefully choose which intervention experiments to carry out. Previous approaches for selecting most informative interventions have largely been focused on discrete Bayesian networks. However, continuous Bayesian networks are of great practical interest, especially in the study of complex biological systems and their quantitative properties. In this work, we present an efficient, information-theoretic active learning algorithm for Gaussian Bayesian networks (GBNs), which serve as important models for gene regulatory networks. In addition to providing linear-algebraic insights unique to GBNs, leading to significant runtime improvements, we demonstrate the effectiveness of our method on data simulated with GBNs and the DREAM4 network inference challenge data sets. Our method generally leads to faster recovery of underlying network structure and faster convergence to final distribution of confidence scores over candidate graph structures using the full data, in comparison to random selection of intervention experiments. PMID:26930205

  17. Reconstructing Causal Biological Networks through Active Learning

    PubMed Central

    Cho, Hyunghoon; Berger, Bonnie; Peng, Jian

    2016-01-01

    Reverse-engineering of biological networks is a central problem in systems biology. The use of intervention data, such as gene knockouts or knockdowns, is typically used for teasing apart causal relationships among genes. Under time or resource constraints, one needs to carefully choose which intervention experiments to carry out. Previous approaches for selecting most informative interventions have largely been focused on discrete Bayesian networks. However, continuous Bayesian networks are of great practical interest, especially in the study of complex biological systems and their quantitative properties. In this work, we present an efficient, information-theoretic active learning algorithm for Gaussian Bayesian networks (GBNs), which serve as important models for gene regulatory networks. In addition to providing linear-algebraic insights unique to GBNs, leading to significant runtime improvements, we demonstrate the effectiveness of our method on data simulated with GBNs and the DREAM4 network inference challenge data sets. Our method generally leads to faster recovery of underlying network structure and faster convergence to final distribution of confidence scores over candidate graph structures using the full data, in comparison to random selection of intervention experiments. PMID:26930205

  18. Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills.

    PubMed

    Roh, Young Sook; Kim, Sang Suk

    2015-07-01

    Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, P<.001), problem solving (F=6.91, P=.001), and self-directed learning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning. PMID:26066305

  19. Design and Implementation of an Object Oriented Learning Activity System

    ERIC Educational Resources Information Center

    Lin, Huan-Yu; Tseng, Shian-Shyong; Weng, Jui-Feng; Su, Jun-Ming

    2009-01-01

    With the development of e-learning technology, many specifications of instructional design have been proposed to make learning activity sharable and reusable. With the specifications and sufficient learning resources, the researches further focus on how to provide learners more appropriate learning activities to improve their learning performance.…

  20. Students' and experts' perspectives on three learning and teaching activities.

    PubMed

    Chan, Zenobia C Y

    2014-09-01

    Nursing is a profession that closely related to human life, and nurses are required to demonstrate critical thinking and creativity in providing health care services. However, traditional teaching approaches usually limit students' autonomy and freedom of expressing their thoughts and feelings. In order to develop the corresponding competence of nursing students, I adopted three teaching innovations, namely writing poems, composing songs, and using role plays in a nursing problem-based learning class in a university in Hong Kong. According to students' reflective notes and comments from two international expert reviewers, participating in these activities is a valuable experience and students were able to develop clinical reasoning, empathy, team spirit, motivation to learn, creativity, and ability to summarise and reconstruct knowledge. It is hoped that more innovative learning activities will be implemented, to prepare professional and ethical nurses in the future. It is also hoped that this study could provide other PBL educators some insights in innovative problem-based learning activities. PMID:24679519

  1. Physics students' approaches to learning and cognitive processes in solving physics problems

    NASA Astrophysics Data System (ADS)

    Bouchard, Josee

    physical intuition, even if it was only implemented for a short period of time. Other findings relate to the nature of the cognitive actions and activities that the students engage in when learning to solve electromagnetism problems in a PBL environment for the first time and the tutoring actions that guide students in this context.

  2. Active Learning Strategies to Promote Critical Thinking

    PubMed Central

    2003-01-01

    Objective: To provide a brief introduction to the definition and disposition to think critically along with active learning strategies to promote critical thinking. Data Sources: I searched MEDLINE and Educational Resources Information Center (ERIC) from 1933 to 2002 for literature related to critical thinking, the disposition to think critically, questioning, and various critical-thinking pedagogic techniques. Data Synthesis: The development of critical thinking has been the topic of many educational articles recently. Numerous instructional methods exist to promote thought and active learning in the classroom, including case studies, discussion methods, written exercises, questioning techniques, and debates. Three methods—questioning, written exercises, and discussion and debates—are highlighted. Conclusions/Recommendations: The definition of critical thinking, the disposition to think critically, and different teaching strategies are featured. Although not appropriate for all subject matter and classes, these learning strategies can be used and adapted to facilitate critical thinking and active participation. PMID:16558680

  3. Learning plan applicability through active mental entities

    SciTech Connect

    Baroni, Pietro; Fogli, Daniela; Guida, Giovanni

    1999-03-22

    This paper aims at laying down the foundations of a new approach to learning in autonomous mobile robots. It is based on the assumption that robots can be provided with built-in action plans and with mechanisms to modify and improve such plans. This requires that robots are equipped with some form of high-level reasoning capabilities. Therefore, the proposed learning technique is embedded in a novel distributed control architecture featuring an explicit model of robot's cognitive activity. In particular, cognitive activity is obtained by the interaction of active mental entities, such as intentions, persuasions and expectations. Learning capabilities are implemented starting from the interaction of such mental entities. The proposal is illustrated through an example concerning a robot in charge of reaching a target in an unknown environment cluttered with obstacles.

  4. Changing Channels: Activities Promoting Media Smarts and Creative Problem Solving for Kids.

    ERIC Educational Resources Information Center

    Hoffman, Eric

    When children have healthy ways to process the news and information they see on television, they are better prepared to approach conflict peacefully and solve problems in their everyday lives. This guide presents activities for children to help them learn to think critically about what they see on television, to resolve conflicts productively, and…

  5. The Influence of Achievement Goals on the Constructive Activity of Low Achievers during Collaborative Problem Solving

    ERIC Educational Resources Information Center

    Gabriele, Anthony J.

    2007-01-01

    Background: Previous research on small-group learning has found that level of constructive activity (solving or explaining how to solve problems using ideas stated or implied in the explanation provided by a partner) was a better predictor of post-test achievement than either a student's prior achievement or the quality of help received (Webb,…

  6. Cross-domain active learning for video concept detection

    NASA Astrophysics Data System (ADS)

    Li, Huan; Li, Chao; Shi, Yuan; Xiong, Zhang; Hauptmann, Alexander G.

    2011-08-01

    As video data from a variety of different domains (e.g., news, documentaries, entertainment) have distinctive data distributions, cross-domain video concept detection becomes an important task, in which one can reuse the labeled data of one domain to benefit the learning task in another domain with insufficient labeled data. In this paper, we approach this problem by proposing a cross-domain active learning method which iteratively queries labels of the most informative samples in the target domain. Traditional active learning assumes that the training (source domain) and test data (target domain) are from the same distribution. However, it may fail when the two domains have different distributions because querying informative samples according to a base learner that initially learned from source domain may no longer be helpful for the target domain. In our paper, we use the Gaussian random field model as the base learner which has the advantage of exploring the distributions in both domains, and adopt uncertainty sampling as the query strategy. Additionally, we present an instance weighting trick to accelerate the adaptability of the base learner, and develop an efficient model updating method which can significantly speed up the active learning process. Experimental results on TRECVID collections highlight the effectiveness.

  7. The Effects of Problem-Based Learning Instruction on University Students' Performance of Conceptual and Quantitative Problems in Gas Concepts

    ERIC Educational Resources Information Center

    Bilgin, Ibrahim; Senocak, Erdal; Sozbilir, Mustafa

    2009-01-01

    This study aimed at investigating effects of Problem-Based Learning (PBL) on pre-service teachers' performance on conceptual and quantitative problems about concepts of gases. The subjects of this study were 78 second year undergraduates from two different classes enrolled to General Chemistry course in the Department of Primary Mathematics…

  8. Effects of a Problem-Based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems

    ERIC Educational Resources Information Center

    Becerra-Labra, Carlos; Gras-Marti, Albert; Torregrosa, Joaquin Martinez

    2012-01-01

    A model of teaching/learning is proposed based on a "problem-based structure" of the contents of the course, in combination with a training in paper and pencil problem solving that emphasizes discussion and quantitative analysis, rather than formulae plug-in. The aim is to reverse the high failure and attrition rate among engineering…

  9. Concept Development and Meaningful Learning Among Electrical Engineering Students Engaged in a Problem-Based Laboratory Experience

    NASA Astrophysics Data System (ADS)

    Bledsoe, Karen E.; Flick, Lawrence

    2011-04-01

    This phenomenographic study documented changes in student-held electrical concepts the development of meaningful learning among students with both low and high prior knowledge within a problem-based learning (PBL) undergraduate electrical engineering course. This paper reports on four subjects: two with high prior knowledge and two with low prior knowledge. Subjects were interviewed at the beginning and end of the course to document their understanding of basic electrical concepts. During the term, they were videotaped while solving problems in lab. Concept maps were generated to represent how subjects verbally connected concepts during problem-solving. Significant to PBL research, each subject's body of meaningful learning changed with each new problem, according to how the subject idiosyncratically interpreted the activity. Prior knowledge among the four subjects was a predictor of final knowledge, but not of problem-solving success. Differences in success seemed related more to mathematical ability and habits of mind. The study concluded that, depending on context, meaningful learning and habits of mind may contribute significantly to problem-solving success. The article presents a testable model of learning in PBL for further research.

  10. The effects of a problem-based learning digital game on continuing motivation to learn science

    NASA Astrophysics Data System (ADS)

    Toprac, Paul K.

    The purpose of this study was to determine whether playing a problem-based learning (PBL) computer game, Alien Rescue III, would promote continuing motivation (CM) to learn science, and to explore the possible sources of CM. Another goal was to determine whether CM and interest to learn science in the classroom were identical constructs. CM was defined as the pursuit of academic learning goals in noninstructional contexts that were initially encountered in the classroom. Alien Rescue was played for a total of 9 hours in the seventh grade of a private middle school with 44 students, total, participating. The study used a design-based research approach that attempted to triangulate quantitative and qualitative methods. A science knowledge test, and two self-report questionnaires---one measuring motivation and one measuring CM---were administered preintervention, postintervention, and follow-up. Qualitative data was also collected, including student interviews, classroom observations, written responses, and a science teacher interview. Repeated measures ANOVAs were used to determine any significant changes in scores. A multiple regression analysis was used to explore whether a model of CM could be determined using the Eccles' expectancy-value achievement motivation model. The constant comparative method was used to obtain relevant information from the qualitative data. Based on contradictory quantitative and qualitative findings, results were mixed as to whether students exhibited an increase in CM to learn space science. Students continued to freely engage Alien Rescue during the mid-class break, but this does not strictly adhere to the definition of CM. However, many students did find space science more interesting than anticipated and developed increased desire to learn more in class, if not outside of class. Results also suggest that CM and interest in learning more in class are separate but related constructs. Finally, no satisfactory model emerged from the

  11. Applying Web-Enabled Problem-Based Learning and Self-Regulated Learning to Add Value to Computing Education in Taiwan's Vocational Schools

    ERIC Educational Resources Information Center

    Lee, Tsang-Hsiung; Shen, Pei-Di; Tsai, Chia-Wen

    2008-01-01

    This article describes the design and delivery of a compulsory course in packaged software at vocational schools in Taiwan. A course website was devised and deployed to supplement learning activities in the traditional classroom. A series of quasi-experiments was conducted with innovative instructional designs, that is, web-enabled problem-based…

  12. Help with Solving Technological Problems in Project Activities

    ERIC Educational Resources Information Center

    Herold, Jean-Francois; Ginestie, Jacques

    2011-01-01

    In France, project activities figure predominantly in technology education. The general idea behind learning based on project activity is to allow the pupil to get involved in the activity in question, with the pupil tackling real situations rather than ones of an abstract nature. But too often, we notice that the pedagogical strategies used by…

  13. Techniques for Promoting Active Learning. The Cross Papers.

    ERIC Educational Resources Information Center

    Cross, K. Patricia

    This guide offers suggestions for implementing active learning techniques in the community college classroom. The author argues that, although much of the literature on active learning emphasizes collaboration and small-group learning, active learning does not always involve interaction. It must also involve reflection and self-monitoring of both…

  14. Towards High-Quality Reflective Learning amongst Law Undergraduate Students: Analysing Students' Reflective Journals during a Problem-Based Learning Course

    ERIC Educational Resources Information Center

    Rué, Joan; Font, Antoni; Cebrián, Gisela

    2013-01-01

    There is wide agreement that problem-based learning is a key strategy to promote individual abilities for "learning how to learn". This paper presents the main contributions that reflective journals and the problem-based learning approach can make to foster professional knowledge and quality learning in higher education. Thirty-six…

  15. Three Problems with the Connectivist Conception of Learning

    ERIC Educational Resources Information Center

    Clarà, M.; Barberà, E.

    2014-01-01

    Connectivism, which has been argued to be a new learning theory, has emerged in the field of online learning during the last decade. On the World Wide Web at least, connectivism promises to establish learning spaces similar to those that Ivan Illich imagined in "Deschooling Society", through so-called massive online open courses (MOOCs).…

  16. Learning Content and Software Evaluation and Personalisation Problems

    ERIC Educational Resources Information Center

    Kurilovas, Eugenijus; Serikoviene, Silvija

    2010-01-01

    The paper aims to analyse several scientific approaches how to evaluate, implement or choose learning content and software suitable for personalised users/learners needs. Learning objects metadata customisation method as well as the Method of multiple criteria evaluation and optimisation of learning software represented by the experts' additive…

  17. Astronomy Learning Activities for Tablets

    NASA Astrophysics Data System (ADS)

    Pilachowski, Catherine A.; Morris, Frank

    2015-08-01

    Four web-based tools allow students to manipulate astronomical data to learn concepts in astronomy. The tools are HTML5, CSS3, Javascript-based applications that provide access to the content on iPad and Android tablets. The first tool “Three Color” allows students to combine monochrome astronomical images taken through different color filters or in different wavelength regions into a single color image. The second tool “Star Clusters” allows students to compare images of stars in clusters with a pre-defined template of colors and sizes in order to produce color-magnitude diagrams to determine cluster ages. The third tool adapts Travis Rector’s “NovaSearch” to allow students to examine images of the central regions of the Andromeda Galaxy to find novae. After students find a nova, they are able to measure the time over which the nova fades away. A fourth tool, Proper Pair, allows students to interact with Hipparcos data to evaluate close double stars are physical binaries or chance superpositions. Further information and access to these web-based tools are available at www.astro.indiana.edu/ala/.

  18. Teenage motherhood: its relationship to undetected learning problems.

    PubMed

    Rauch-Elnekave, H

    1994-01-01

    This study describes characteristics of a group of 64 adolescent mothers and their infants who participated in a program for teenage mothers run by a local health department. A majority of the girls for whom California Achievement Test (CAT) scores were available scored one or more years below grade level in reading and in language skills. Relative delays in infant development (language and social domains) were also documented. High levels of self-esteem as well as general social acceptance (by adults and peers) of early out-of-wedlock parenting suggest that early motherhood may represent an alternative avenue to experiencing success for girls who are having academic difficulties. These findings, which suggest the likelihood of a high incidence of undetected learning problems in this population, indicate that these difficulties may have a significant relationship to the high rate of school dropout associated with adolescent motherhood. The findings bring into question the notion of "unintended pregnancies" and the wisdom of current federal policies for preventing adolescent parenthood that rely on the promotion of abstinence. PMID:8036985

  19. E-Learning Activity-Based Material Recommendation System

    ERIC Educational Resources Information Center

    Liu, Feng-jung; Shih, Bai-jiun

    2007-01-01

    Purpose: Computer based systems have great potential for delivering learning material. However, problems are encountered, such as: difficulty of Learning resource sharing, high redundancy of learning material, and deficiency of the course brief. In order to solve these problems, this paper aims to propose an automatic inquiring system for learning…

  20. The Impact of Problem Based Learning (PBL) on Student Attitudes toward Science, Problem-Solving Skills, and Sense of Community in the Classroom

    ERIC Educational Resources Information Center

    Ferreira, Maria M.; Trudel, Anthony R.

    2012-01-01

    Problem-based learning (PBL) is a constructivist pedagogical approach to learning in which students work together to find solutions to a complex problem. This study used a mixed-method approach to examine the impact of PBL on student attitudes toward science, problem-solving skills and their perceptions of the learning environment. Forty-eight…

  1. Constructive and problem-based learning using blended learning anchored instruction approaches

    NASA Astrophysics Data System (ADS)

    Mayer, M.

    2012-04-01

    Based on an anchored instruction approach, an enriched blended learning lecture course ("Introduction into GNSS positioning") was established in order to enable constructive and problem-based learning. The lecture course "Introduction into GNSS positioning" is a compulsory part of the Bachelor study course "Geodesy and Geoinformatics" and also a supplementary module of the Bachelor study course "Geophysics". Within the lecture course, basic knowledge and basic principles of Global Navigation Satellite Systems, like GPS, are imparted. The presented higher education technique "anchored instruction" uses a real and up-to-date and therefore authentic scientific paper dealing with a recent large-scale geodetic project (Fehmarn Belt Fixed Link) in order to introduce the topic of GNSS-based positioning to the students. In the beginning of the semester, the students have to read the paper individually and carefully. This enables them to realize a lot of not-known GNSS-related facts. Therefore, questions can be formulated focusing on new, unclear or not-understood aspects of the paper. The lecture course deals with these questions, in order to answer them throughout the semester. During the lecture course this paper is referred, e.g., in the middle of the semester, the paper has to be read again in order to check which questions have been answered; in addition, new question arise. At the end of the lecture course, the author of the scientific paper gave a concluding lecture. The framing anchor technique enables the students to anchor their GNSS knowledge. The presented case study uses a teaching resp. learning setting consisting of classroom lectures (given by teachers and learners), practical trainings (e.g., field exercises, students select topics individually), and online lectures (learning management system ILIAS is used as data, result, and asynchronous communication platform). The implementation and the elements of the anchoring technique, which enables student

  2. An Investigation of Student Teachers' Attitudes to the Use of Media Triggered Problem Based Learning

    ERIC Educational Resources Information Center

    Ma, Angela Kit Fong; O'Toole, John; Keppell, Michael

    2008-01-01

    This study investigates how teacher education students responded to a particular suite of educational products that involved media based educational learning objects, and their attitudes to them in fostering student centred learning in general, and problem based learning in particular, with the ultimate goal of enhancing and improving the quality…

  3. Addressing Cultural Diversity: Effects of a Problem-Based Intercultural Learning Unit

    ERIC Educational Resources Information Center

    Busse, Vera; Krause, Ulrike-Marie

    2015-01-01

    This article explores to what extent a problem-based learning unit in combination with cooperative learning and affectively oriented teaching methods facilitates intercultural learning. As part of the study, students reflected on critical incidents, which display misunderstandings or conflicts that arise as a result of cultural differences. In…

  4. The Problem-Based Learning Process as Finding and Being in Flow

    ERIC Educational Resources Information Center

    Barrett, Terry

    2010-01-01

    Although students' talk in problem-based learning (PBL) tutorials is the pivotal learning site in PBL, few studies have involved conducting a discourse analysis of this talk. This paper focuses on what we can learn about the PBL process from listening to how PBL students talked about it in naturally occurring talk in tutorials. The illuminative…

  5. Preparing Hispanic Students for the Real World: Benefits of Problem-Based Service Learning Projects

    ERIC Educational Resources Information Center

    West, Jean Jaymes; Simmons, Donna

    2012-01-01

    Student learning is enriched by problem-based service learning (PBSL) projects. For Hispanic students, the learning that takes place in PBSL projects may be even more significant, although the research published in academic journals about client-based projects for Hispanic students is limited. This article begins to advance an understanding of how…

  6. Seven-Step Problem-Based Learning in an Interaction Design Course

    ERIC Educational Resources Information Center

    Schultz, Nette; Christensen, Hans Peter

    2004-01-01

    The objective in this paper is the implementation of the highly structured seven-step problem-based learning (PBL) procedure as part of the learning process in a human-computer interaction (HCI) design course at the Technical University of Denmark, taking into account the common learning processes in PBL and the interaction design process. These…

  7. Gendered Practices of Constructing an Engineering Identity in a Problem-Based Learning Environment

    ERIC Educational Resources Information Center

    Du, Xiang-Yun

    2006-01-01

    This article examines the learning experiences of engineering students of both genders in a problem-based and project-organized learning environment (PBL) at a Danish university. This study relates an amalgam of theories on learning and gender to the context of engineering education. Based on data from a qualitative study of an electrical and…

  8. Facilitating Facilitators to Facilitate, in Problem or Enquiry Based Learning Sessions

    ERIC Educational Resources Information Center

    Coelho, Catherine

    2014-01-01

    Problem based learning (PBL) has been used in dental education over the past 20 years and uses a patient case scenario to stimulate learning in a small group setting, where a trained facilitator does not teach but guides the group to bring about deep contextualized learning, to be empathetic to each other and to encourage fair and equitable…

  9. An Outcome Evaluation of a Problem-Based Learning Approach with MSW Students

    ERIC Educational Resources Information Center

    Westhues, Anne; Barsen, Chia; Freymond, Nancy; Train, Patricia

    2014-01-01

    In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master's of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work…

  10. Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

    ERIC Educational Resources Information Center

    Abercrombie, Sara; Parkes, Jay; McCarty, Teresita

    2015-01-01

    This study investigates the ways in which medical students' achievement goal orientations (AGO) affect their perceptions of learning and actual learning from an online problem-based learning environment, Calibrated Peer Review™. First, the tenability of a four-factor model (Elliot & McGregor, 2001) of AGO was tested with data collected from…

  11. How Levels of Interactivity in Tutorials Affect Students' Learning of Modeling Transportation Problems in a Spreadsheet

    ERIC Educational Resources Information Center

    Seal, Kala Chand; Przasnyski, Zbigniew H.; Leon, Linda A.

    2010-01-01

    Do students learn to model OR/MS problems better by using computer-based interactive tutorials and, if so, does increased interactivity in the tutorials lead to better learning? In order to determine the effect of different levels of interactivity on student learning, we used screen capture technology to design interactive support materials for…

  12. Problem Based Learning and Authentic Assessment in Digital Pedagogy: Embracing the Role of Collaborative Communities

    ERIC Educational Resources Information Center

    Barber, Wendy; King, Sherry; Buchanan, Sylvia

    2015-01-01

    The purpose of this paper is to qualitatively examine the relationship between problem based learning, authentic assessment and the role of community in fostering learning in digital contexts. The authors used "Digital Moments" to create a meaningful learning environment and build the online class community. They then collaboratively…

  13. Classroom Discourse in Problem-Based Learning Classrooms in the Health Sciences

    ERIC Educational Resources Information Center

    Woodward-Kron, Robyn; Remedios, Louisa

    2007-01-01

    Classroom discourse analysis has contributed to understandings of the nature of student-teacher interactions, and how learning takes place in the classroom; however, much of this work has been undertaken in teacher-directed learning contexts. Student-centred classrooms such as problem-based learning (PBL) approaches are increasingly common in…

  14. Lessons learned from evaluating launch-site processing problems of Space Shuttle payloads

    NASA Technical Reports Server (NTRS)

    Flores, Carlos A.; Heuser, Robert E.; Sales, Johnny R.; Smith, Anthony M.

    1992-01-01

    The authors discuss a trend analysis program that is being conducted on the problem reports written during the processing of Space Shuttle payloads at Kennedy Space Center. The program is aimed at developing lessons learned that can both improve the effectiveness of the current payload processing cycles as well as help to guide the processing strategies for Space Station Freedom. The payload processing reports from STS 26R and STS 41 are used. A two-tier evaluation activity is described, and some typical results from the tier one analyses are presented.

  15. Lessons learned from trend analysis of Shuttle Payload Processing problem reports

    NASA Technical Reports Server (NTRS)

    Heuser, Robert E.; Pepper, Richard E., Jr.; Smith, Anthony M.

    1989-01-01

    In the wake of the Challenger accident, NASA has placed an increasing emphasis on trend analysis techniques. These analyses provide meaningful insights into system and hardware status, and also develop additional lessons learned from historical data to aid in the design and operation of future space systems. This paper presents selected results from such a trend analysis study that was conducted on the problem report data files for the Shuttle Payload Processing activities. Specifically, the results shown are for the payload canister system which interfaces with and transfers payloads from their processing facilities to the orbiter.

  16. Introductory Course Based on a Single Problem: Learning Nucleic Acid Biochemistry from AIDS Research

    ERIC Educational Resources Information Center

    Grover, Neena

    2004-01-01

    In departure from the standard approach of using several problems to cover specific topics in a class, I use a single problem to cover the contents of the entire semester-equivalent biochemistry classes. I have developed a problem-based service-learning (PBSL) problem on HIV/AIDS to cover nucleic acid concepts that are typically taught in the…

  17. The Motivation of Problem-Based Teaching and Learning in Translation

    ERIC Educational Resources Information Center

    Yingxue, Zheng

    2013-01-01

    Problem-Based Learning (PBL) has been one of the popular pedagogical strategies these years. PBL is about students connecting disciplinary knowledge to real-world problems--the motivation to solve a problem. To recognize general elements and typological differences of language in translation is the motivation to solve real problems such as…

  18. Assessing a Problem-based Learning Approach to An Introductory Instructional Design Course: A Case Study.

    ERIC Educational Resources Information Center

    Dabbagh, Nada H.; Jonassen, David H.; Yueh, Hsui-Ping; Samouilova, Marina

    2000-01-01

    This case study examines the application of problem-based learning to the teaching of introductory instructional design (ISD). Suggests that ISD is a dynamic process of problem understanding and problem solution and that ISD instruction should therefore focus more on the problem attributes and not on the generality of the systems approach model.…

  19. The problem of active SETI: An overview

    NASA Astrophysics Data System (ADS)

    Musso, Paolo

    2012-09-01

    In the present paper (originally presented at the First IAA Symposium on Searching for Life Signatures hold at the UNESCO on 22-26 September 2008) I try to summarize the results of all my previous studies on active SETI and its possible dangers for us, also considering some new topics, in order to provide a possibly complete overview of the whole matter. First, I try to evaluate the possible risks of an indirect contact with aliens, from the social, cultural, and religious point of view; then, the possible risks related with receiving information about alien science and technology; finally, the risk that active SETI could increase the probability of a physical contact with hostile aliens. My conclusion is that active SETI is very unlikely to be dangerous for us, but, at present, such a possibility cannot be completely excluded. Surprisingly, it turns out that a very important point to be assessed in order to improve our evaluation of active SETI is the pace of our technological progress. Some suggestions about the policy that international community should adopt towards active SETI are also included.

  20. A case study of secondary teachers facilitating a historical problem-based learning instructional unit

    NASA Astrophysics Data System (ADS)

    Pecore, John L.

    Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or "problem," is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum. The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers' understandings, successes and obstacles. By identifying teachers' possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations. Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers' current systems into reform-based teacher instruction. While participating teachers

  1. The Power of Problem-Based Learning for Building Democratic Adult and At-Risk Youth Communications

    ERIC Educational Resources Information Center

    Kurubacak, Gulsun

    2007-01-01

    Problem-Based Learning (PBL) forges effective communications between adult (communicational and pedagogical workers and parents) and at-risk youth (jeopardizing their present and future adjustments) to explore their engagements with community activism engaging in building their communities. PBL is vital for them to be engaged citizens, informed…

  2. Exploring the Use of Three-Dimensional Multi-User Virtual Environments for Online Problem-Based Learning

    ERIC Educational Resources Information Center

    Omale, Nicholas M.

    2010-01-01

    This exploratory case study examines how three media attributes in 3-D MUVEs--avatars, 3-D spaces and bubble dialogue boxes--affect interaction in an online problem-based learning (PBL) activity. The study participants were eleven undergraduate students enrolled in a 200-level, three-credit-hour technology integration course at a Midwestern…

  3. Syncope. What Is It? Learning Activity Package.

    ERIC Educational Resources Information Center

    Stark, Pam

    This learning activity packaage on syncope (fainting) is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a glossary, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics are…

  4. Perspectives on Learning, Thinking, and Activity.

    ERIC Educational Resources Information Center

    Anderson, John R.; Greeno, James G.; Reder, Lynne M.; Simon, Herbert A.

    2000-01-01

    Discusses the cognitive and situative research approaches, identifying several points on which they agree (e.g., individual and social perspectives on activity are fundamental in education; learning can be general, and abstractions can be efficacious, but sometimes they are not; and situative and cognitive approaches can cast light on different…

  5. Learning about Outdoor Education through Authentic Activity

    ERIC Educational Resources Information Center

    Moffett, Pamela

    2012-01-01

    The potential, for the learner, of a maths trail was documented in MT219. Here, the focus is on the planning element of such an event from the perspective of a group of student teachers. Personal reactions, and insights are used to demonstrate that "real, and authentic, learning" takes place for all those involved in the activity.

  6. Active/Cooperative Learning in Schools

    ERIC Educational Resources Information Center

    Bandiera, Milena; Bruno, Costanza

    2006-01-01

    The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically…

  7. Active Learning Strategies and Vocabulary Achievement

    ERIC Educational Resources Information Center

    Griffith, John R.

    2015-01-01

    Using a quantitative method of data collection, this research explored the question: Do active learning strategies used in grades 5 and 6 affect student vocabulary achievement in a positive or negative direction? In their research, Wolfe (2001), Headley, et al., (1995), Freiberg, et al., (1992), and Brunner (2009) emphasize the importance of…

  8. Active Citizenship, Education and Service Learning

    ERIC Educational Resources Information Center

    Birdwell, Jonathan; Scott, Ralph; Horley, Edward

    2013-01-01

    This article explores how active citizenship can be encouraged through education and community action. It proposes that service learning and a renewed focus on voluntarism can both promote social cohesion between different ethnic and cultural groups while also fostering among the population a greater understanding of and commitment to civic…

  9. Cultural Historical Activity Theory and Professional Learning

    ERIC Educational Resources Information Center

    Daniels, Harry

    2004-01-01

    In this article I will discuss the route by which I came to work with Cultural Historical Activity Theory (CHAT). The brief tracing of my own biography will highlight theoretical and methodological milestones. I will then discuss my current work, with colleagues, on approaches to investigating and improving the learning of professionals who are…

  10. Cashier/Checker Learning Activity Packets (LAPs).

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    Twenty-four learning activity packets (LAPs) are provided for six areas of instruction in a cashier/checker program. Section A, Orientation, contains an LAP on exploring the job of cashier-checker. Section B, Operations, has nine LAPs, including those on operating the cash register, issuing trading stamps, and completing the cash register balance…

  11. Active Learning in the Physics Classroom

    NASA Astrophysics Data System (ADS)

    Naron, Carol

    Many students enter physics classes filled with misconceptions about physics concepts. Students tend to retain these misconceptions into their adult lives, even after physics instruction. Constructivist researchers have found that students gain understanding through their experiences. Researchers have also found that active learning practices increase conceptual understanding of introductory physics students. This project study sought to examine whether incorporating active learning practices in an advanced placement physics classroom increased conceptual understanding as measured by the force concept inventory (FCI). Physics students at the study site were given the FCI as both a pre- and posttest. Test data were analyzed using two different methods---a repeated-measures t test and the Hake gain method. The results of this research project showed that test score gains were statistically significant, as measured by the t test. The Hake gain results indicated a low (22.5%) gain for the class. The resulting project was a curriculum plan for teaching the mechanics portion of Advanced Placement (AP) physics B as well as several active learning classroom practices supported by the research. This project will allow AP physics teachers an opportunity to improve their curricular practices. Locally, the results of this project study showed that research participants gained understanding of physics concepts. Social change may occur as teachers implement active learning strategies, thus creating improved student understanding of physics concepts.

  12. The Surgical Scrub. Learning Activity Package.

    ERIC Educational Resources Information Center

    Runge, Lillian

    This learning activity package on the surgical scrub is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, a list of definitions, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These…

  13. Learning Activity Package, Algebra-Trigonometry.

    ERIC Educational Resources Information Center

    Holland, Bill

    A series of ten teacher-prepared Learning Activity Packages (LAPs) in advanced algebra and trigonometry, the units cover logic; absolute value, inequalities, exponents, and complex numbers; functions; higher degree equations and the derivative; the trigonometric function; graphs and applications of the trigonometric functions; sequences and…

  14. Measuring Active Learning to Predict Course Quality

    ERIC Educational Resources Information Center

    Taylor, John E.; Ku, Heng-Yu

    2011-01-01

    This study investigated whether active learning within computer-based training courses can be measured and whether it serves as a predictor of learner-perceived course quality. A major corporation participated in this research, providing access to internal employee training courses, training representatives, and historical course evaluation data.…

  15. Learning Activity Package, Pre-Algebra.

    ERIC Educational Resources Information Center

    Evans, Diane

    A set of ten teacher-prepared Learning Activity Packages (LAPs) for individualized instruction in topics in pre-algebra, the units cover the decimal numeration system; number theory; fractions and decimals; ratio, proportion, and percent; sets; properties of operations; rational numbers; real numbers; open expressions; and open rational…

  16. The Enlightenment Revisited: Sources & Interpretations. Learning Activities.

    ERIC Educational Resources Information Center

    Donato, Clorinda; And Others

    This resource book provides 26 learning activities with background materials for teaching about the Enlightenment. Topics include: (1) "What Was the Enlightenment?"; (2) "An Introduction to the Philosophes"; (3) "Was the Enlightenment a Revolt Against Rationalism?"; (4) "Were the Philosophes Democrats? A Comparison of the 'Enlightened' Ideas of…

  17. Temperature, Pulse, and Respiration. Learning Activity Package.

    ERIC Educational Resources Information Center

    Runge, Lillian

    This learning activity package on temperature, pulse, and respiration is one of a series of 12 titles developed for use in health occupations education programs. Materials in the package include objectives, a list of materials needed, information sheets, reviews (self evaluations) of portions of the content, and answers to reviews. These topics…

  18. An Active Learning Approach to Teaching Statistics.

    ERIC Educational Resources Information Center

    Dolinsky, Beverly

    2001-01-01

    Provides suggestions for using active learning as the primary means to teaching statistics in order to create a collaborative environment. Addresses such strategies as using SPSS Base 7.5 for Windows and course periods centered on answering student-generated questions. Discusses various writing intensive assignments. (CMK)

  19. Active Learning Strategies in Physics Teaching

    ERIC Educational Resources Information Center

    Karamustafaoglu, Orhan

    2009-01-01

    The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

  20. Live Scale Active Shooter Exercise: Lessons Learned

    ERIC Educational Resources Information Center

    Ervin, Randy

    2008-01-01

    On October 23, 2007, the Lake Land College Public Safety Department conducted a full-scale live exercise that simulated an active shooter and barricaded hostage. In this article, the author will emphasize what they learned, and how they intend to benefit from it. He will list the law enforcement issues and general issues they encountered, and then…