发布求助
文献互助 智能选刊 最新文献

Interdisciplinary Journal of Problem-Based Learning最新文献

筛选
英文 中文
Challenges of Communication Skills Transfer of Medical Students in the Cultural Context of Indonesia 印尼文化背景下医学生沟通技巧转移的挑战
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2020-06-02 DOI: 10.14434/ijpbl.v14i1.28594
M. Claramita, Y. Prabandari, A. Graber, A. Scherpbier
{"title":"Challenges of Communication Skills Transfer of Medical Students in the Cultural Context of Indonesia","authors":"M. Claramita, Y. Prabandari, A. Graber, A. Scherpbier","doi":"10.14434/ijpbl.v14i1.28594","DOIUrl":"https://doi.org/10.14434/ijpbl.v14i1.28594","url":null,"abstract":"Medical schools worldwide are promoting a student-centered and patient-centered care curriculum by using problem-based learning (PBL) strategy, emphasizing group dynamics and discussions. This approach facilitates student engagement, participation, and partnership interaction. However, in the context of the wide power-distance or the existence of socio-hierarchical gaps in Indonesia, two-way dialogue is limited. Few studies describe the one-way paternalistic communication styles between physician-patient, teacher-student, and parents-children, which can lead to less effective learning and healthcare environments. In this study, we investigated if students in an Indonesian medical school, who have been learning and practicing a partnership style of communication in a PBL curriculum for three years, are using the same style of communication with their junior peers outside the classroom. We examined the communication style between senior and new medical students, using surveys, observations, and focus group discussions, during a three-day orientation at the beginning of medical education. The results indicated that senior students used a one-sided communication style with their juniors, whereas new students expressed the need for egalitarian interaction with seniors. A classic dilemma of nature versus nurture was found and discussed. To change the traditional values, robust, constructive, and systematic formative training is key.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46549589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Comparing How Different Inquiry-based Approaches Impact Learning Outcomes 比较不同的基于探究的方法如何影响学习成果
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2020-06-01 DOI: 10.14434/ijpbl.v14i1.28624
A. Tawfik, Woei Hung, P. Giabbanelli
{"title":"Comparing How Different Inquiry-based Approaches Impact Learning Outcomes","authors":"A. Tawfik, Woei Hung, P. Giabbanelli","doi":"10.14434/ijpbl.v14i1.28624","DOIUrl":"https://doi.org/10.14434/ijpbl.v14i1.28624","url":null,"abstract":"To date, there are currently many variations of inquiry-based instruction including problem-based learning (PBL), lecture prior to problem solving, and case-based learning (CBL). While each claim to support problem-solving, they also include different levels of studentcenteredness and instructor support. From an educational perspective, further clarity is needed to determine which model best supports learning outcomes such as conceptual knowledge, causal reasoning, and self-efficacy. While various meta-analyses have been conducted to ascertain how inquiry-based instruction compares with lecture-based approaches, there are few studies that directly compare these methods. To address this gap, this study looked at the effects of PBL, lecture prior to problem-solving, and CBL on students conceptual knowledge, causal reasoning, and self-efficacy (N = 96). While no significant difference was found on self-efficacy, the results found that learners in the PBL group performed highest on conceptual knowledge. In terms of causal reasoning, the PBL group outperformed other conditions on correctly identified connections. However, the PBL condition also had the highest number of incorrectly identified concepts. Implications for theory and practice are also discussed.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45757137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Building Engineering Awareness: Problem Based Learning Approach for STEM Integration 构建工程意识:基于问题的STEM集成学习方法
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2020-05-29 DOI: 10.14434/ijpbl.v14i1.28636
Abeera P. Rehmat, Kendall Hartley
{"title":"Building Engineering Awareness: Problem Based Learning Approach for STEM Integration","authors":"Abeera P. Rehmat, Kendall Hartley","doi":"10.14434/ijpbl.v14i1.28636","DOIUrl":"https://doi.org/10.14434/ijpbl.v14i1.28636","url":null,"abstract":"Educators in the twenty-first century need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. This study sought to investigate the impact of problem-based learning on students’ content knowledge and critical thinking towards STEM. This study employed a quasi-experimental repeated measure design. Instruments such as STEM content assessments and a standardized critical thinking test were employed for data collection. Analysis was conducted using a mixed repeated measure between-within subject analysis of variance (ANOVA). The results revealed a significant difference (p <. 05) between problem-based learning and traditional learning groups in regard to their content knowledge and critical thinking skills.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47136725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 16
Teachers’ Readiness for a Statewide Change to PjBL in Primary Education in Qatar 卡塔尔小学教师准备在全国范围内转变为PjBL
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2020-05-29 DOI: 10.14434/ijpbl.v14i1.28591
Xian-jin Du, Youmen Chaaban
{"title":"Teachers’ Readiness for a Statewide Change to PjBL in Primary Education in Qatar","authors":"Xian-jin Du, Youmen Chaaban","doi":"10.14434/ijpbl.v14i1.28591","DOIUrl":"https://doi.org/10.14434/ijpbl.v14i1.28591","url":null,"abstract":"This study investigated the readiness of teachers towards implementing project-based learning (PjBL), mandated by a topdown policy at the national level, in Qatari government primary schools. With multiple qualitative data, the study reported a lack of readiness among teachers at the initial stage of change. Despite good intentions, the change message was not successfully communicated to the change recipients, i.e., teachers. Teachers’ lack of understanding of PjBL served as a major reason for difficulties encountered, including their low confidence in implementing PjBL and their inability to recognize the appropriateness or acknowledge its potential benefits. Nevertheless, teachers from a supportive school environment reported positive attitudes and perceptions of valence. Accordingly, system support and effective professional development are crucial for teacher readiness to implement PjBL.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43240678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 19
Problem-oriented Project Work and Problem-based Learning 以问题为导向的项目工作与基于问题的学习
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2020-03-01 DOI: 10.14434/ijpbl.v14i1.28596
Virginie F. C. Servant‐Miklos
{"title":"Problem-oriented Project Work and Problem-based Learning","authors":"Virginie F. C. Servant‐Miklos","doi":"10.14434/ijpbl.v14i1.28596","DOIUrl":"https://doi.org/10.14434/ijpbl.v14i1.28596","url":null,"abstract":"This paper addresses one of the major confusions in the study and practice of problem-based learning today, namely the use of the term “problem-based learning” to refer to both the small-group tutorial method pioneered by McMaster University and Maastricht University in medical education, and the problem-oriented project-work method developed in Denmark at the universities of Roskilde and Aalborg, which has gained prominence in recent years in the field of engineering education. This paper offers a comparison of the models using a thematic analysis of key elements of PBL, namely the nature of problems, the role of teachers, the nature of the educational process, and the underlying principles of the method, to conclude on a discussion of the causes of the confusion taking place today, and its potential ramifications for the study and practice of PBL in the future.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45581372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Bridging Academic Disciplines with Interdisciplinary Project-based Learning 连接学科与跨学科项目为基础的学习
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2020-03-01 DOI: 10.14434/ijpbl.v14i1.28590
Melissa Warr, R. West
{"title":"Bridging Academic Disciplines with Interdisciplinary Project-based Learning","authors":"Melissa Warr, R. West","doi":"10.14434/ijpbl.v14i1.28590","DOIUrl":"https://doi.org/10.14434/ijpbl.v14i1.28590","url":null,"abstract":"This article describes the implementation of an interdisciplinary design studio as a means to teach creative problem-solving through project-based learning. “Learning and Innovation Skills” has been designated as a core skill that students need to be successful in today’s world, and project-based learning is one approach to helping students develop these skills. After describing the early genesis and development of the interdisciplinary design studio, the article describes results of initial research into the students’ experiences in studio courses. Students described courses as flexible and reported high levels of motivation stemming from the authenticity of the problems. Because of the interdisciplinary nature of the studio, some students described deepening disciplinary skills while at the same time being exposed to cross-disciplinary skills. They believed the courses helped develop interdisciplinary collaboration, creativity, and communication skills.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42814695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 21
“I Have Never Had A PBL Like This Before” “我以前从未有过这样的PBL”
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2020-03-01 DOI: 10.14434/ijpbl.v14i1.28802
Andrea S. Gomoll, Becky Hillenburg, C. Hmelo‐Silver
{"title":"“I Have Never Had A PBL Like This Before”","authors":"Andrea S. Gomoll, Becky Hillenburg, C. Hmelo‐Silver","doi":"10.14434/ijpbl.v14i1.28802","DOIUrl":"https://doi.org/10.14434/ijpbl.v14i1.28802","url":null,"abstract":"Video and co-design can be powerful tools to enrich problem-based learning experiences. We explore how a teacher and researcher engaged in co-design of a PBL experience focused on human-centered robotics as well as the resulting design. They explored the question “How can we design a robot that serves a need in our local community?” We highlight three aspects of the most recent iteration of our PBL curriculum that we have identified as central to its success. These three elements include: 1) co-design experiences that occurred before and during unit implementation, 2) the use of shared video viewing and analysis both in co-design and with student groups in the classroom, and 3) the bringing of local stakeholders into the classroom to work closely with students. These three aspects of our curriculum are positioned here as takeaways for researchers and educators working to design, implement, and study PBL. Acknowledgments: This research was supported by the National Science Foundation through ITEST grant #1433414. Any opinions, findings, conclusions, or recommendations expressed in this report are those of the authors, and do not necessarily represent the official views, opinions, or policy of the National Science Foundation. A special thanks to Dr. Selma Sabanovic, principal investigator, and Dr. Matt Francisco for their contributions to this work.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48974464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Design, Development, and Evaluation of a Teacher Workshop Enhanced with DNA Instructional Cases to Impact Content Knowledge and Confidence. 以DNA教学案例强化教师工作坊的设计、开发与评估，以影响教学内容、知识与信心。
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2020-01-01 Epub Date: 2020-03-26
Michèle Shuster, Krista Glazewski, Christopher Villa
{"title":"Design, Development, and Evaluation of a Teacher Workshop Enhanced with DNA Instructional Cases to Impact Content Knowledge and Confidence.","authors":"Michèle Shuster,&nbsp;Krista Glazewski,&nbsp;Christopher Villa","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based classroom activities in K-8 classrooms by (i) increasing teacher content knowledge, (ii) increasing teacher confidence in teaching STEM, and (iii) developing teacher interest in using engaging activities, so they are empowered to teach new content in compelling ways. We relied on case-based learning to provide relevance and context to scientific content that was not initially familiar to many of the teachers. Here we describe the workshop and its evaluation. Overall results suggest positive gains in teacher learning, confidence, and interest in the scientific content, as well as the intention to incorporate the scientific content and activities into their teaching.</p>","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7418893/pdf/nihms-1616589.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38267821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Editor’s Introduction 编辑器的介绍
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-10-11 DOI: 10.7771/1541-5015.1927
Krista D. Glazewski
{"title":"Editor’s Introduction","authors":"Krista D. Glazewski","doi":"10.7771/1541-5015.1927","DOIUrl":"https://doi.org/10.7771/1541-5015.1927","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43842248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Guest Editors' Introduction: Unpacking the Role of Assessment in Problem- and Project-Based Learning 客座编辑导言:在基于问题和基于项目的学习中，评估的作用
IF 1.2
Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-10-10 DOI: 10.7771/1541-5015.1936
Liz Bergeron, Drew Schrader, Kristopher Williams
{"title":"Guest Editors' Introduction: Unpacking the Role of Assessment in Problem- and Project-Based Learning","authors":"Liz Bergeron, Drew Schrader, Kristopher Williams","doi":"10.7771/1541-5015.1936","DOIUrl":"https://doi.org/10.7771/1541-5015.1936","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47566076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信