Open AccessJournal Article
Why Problem-Based Learning Works: Theoretical Foundations
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TLDR
Problem-based learning (PBL) as mentioned in this paper is an instructional method where student learning occurs in the context of solving an authentic problem, and it 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 simultaneously.Abstract:
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 simultaneously. Although PBL addresses this specific need, it is also based in sound educational theories and paradigms. The author addresses those theoretical foundations of PBL, which, in turn, help readers to understand why PBL can be effective as well as enable them to diagnose and improve PBL applications when things are not going quite as planned.read more
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How to Enhance Interdisciplinary Competence--Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning.
Mirjam Brassler,Jan Dettmers +1 more
TL;DR: In this paper, a pre-post study was conducted with a sample of 95 students participating in problem-based learning and 183 participants participating in project based learning to evaluate students' interdisciplinary competence.
Journal ArticleDOI
The Role of Eco-School Program (Adiwiyata) towards Environmental Literacy of High School Students
TL;DR: In this article, the role of eco-school program (Adiwiyata) towards environtmental literacy (EL) of high school students by analyzing, (a) EL of students in Adiyata and non-Adiyata high schools, and (b) EL OF students in Grade X and XI, Adiwiya and nonAdiwiya high schools in Malang-East Java, Indonesia.
Journal ArticleDOI
Supporting students’ transition to university and Problem-Based Learning
Christian Moro,Michelle McLean +1 more
TL;DR: A number of broad considerations and practical suggestions are offered to support learners’ transition to PBL and to university, particularly in a higher education landscape of learner-centeredness and social accountability in a globalising world of increasing learner diversity.
Engineering 2030: Conceptualization of Industry 4.0 and its implications for Engineering Education
Bente Nørgaard,Aida Guerra +1 more
TL;DR: In this article, the authors discuss the challenges faced by engineers in the field of engineering education and the challenges they face in their own work, and propose an approach to solve them.
Student Engagement and Study Intensity in Flipped PBL Curriculum and Blended Learning Activities
TL;DR: In this article, the authors discuss the challenges faced by engineers in the field of engineering education and the challenges they face in their own work, and propose an approach to solve them.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
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Situated Cognition and the Culture of Learning
TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.
Book
How people learn: Brain, mind, experience, and school.
TL;DR: New developments in the science of learning as mentioned in this paper overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching.
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Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry.
TL;DR: The authors found that younger children are quite limited in their knowledge and cognition about cognitive phenomena, or in their metacognition, and do relatively little monitoring of their own memory, comprehension, and other cognitive enterprises.
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Does Active Learning Work? A Review of the Research
TL;DR: In this article, the authors examine the evidence for the effectiveness of active learning and define the common forms of activelearning most relevant for engineering faculty and critically examine the core element of each method, finding broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning.