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Leveraging Learning Experiences in Sustainability-oriented Challenge PrizesSoares Braga, Cecilia, Kuuluvainen, Salla, Barroso Bastos, Yasmin January 2015 (has links)
No description available.
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Effects of traditional and problem-based instruction on conceptions of proof and pedagogy in undergraduates and prospective mathematics teachersYoo, Sera 10 September 2012 (has links)
This study examined the effect of problem-based instruction (PBI) on undergraduate students and prospective secondary mathematics teachers’ perceptions of mathematical proof and pedagogical views. Quantitatively, the Mathematical Proof Survey (MPS) was developed and used to assess the views of mathematical proof held by undergraduates in lecture-based and PBI mathematics courses. Qualitatively, research interviews examined the way teacher candidates’ experiences as mathematics learners in the courses affected their conceptions of mathematical proof and views of learning and teaching mathematics and proof. Findings from quantitative analysis of MPS data and qualitative analysis of interview data are presented, and results from the comparative analysis are discussed for implications. The results of the study suggest that experiences with proof and instruction in such PBI courses provide opportunities for undergraduates and prospective mathematics teachers to develop more humanistic perspectives of proof and process-oriented pedagogical views than do lecture-based courses. / text
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The effects of problem-based learning scaffolds on cognitive load, problem-solving, and student performance within a multimedia-enhanced learning environmentHorton, Lucas Robert 03 July 2014 (has links)
Learners who are novice problem solvers often encounter difficulty when solving complex problems. One explanation for this difficulty is that the cognitive requirements of problem-solving are sufficiently high that learners easily become overwhelmed and frustrated, leading to a state known as cognitive overload in which learning is obstructed. Cognitive Load Theory is concerned with the design of instructional approaches intended to manage the cognitive load required for thinking and problem-solving tasks. Scaffolds are any kind of support that facilitates the accomplishment of a difficult task that a learner would not be able to accomplish on their own. They are potential mechanisms to support students in negotiating the potentially high cognitive load required by complex problem-solving. The purpose of this study was to examine the effects of technology-based scaffolds within a problem-based learning environment known as Alien Rescue. The study investigated the impact of scaffolds on cognitive load, problem-solving behaviors, science knowledge, and student perceptions of the learning environment. Participants for this study included sixth grade students from a suburban middle school in the southwestern United States. Student classes were assigned to one of three treatment conditions: (a) a problem constraint condition in which students were guided through a problem-solving process similar to that of an expert, (b) a prompt condition in which students were provided with guiding messages during problem-solving, and (c) a control condition with no scaffolding. All conditions participated in the use of Alien Rescue for three weeks. Measures including a self-report measure of mental effort, calculated instructional efficiency scores, problem solution scores, student activity logs, and science knowledge test performance were used to evaluate students' cognitive load, problem-solving performance, problem-solving strategies, and learning gains. An open-ended questionnaire and student interviews were used to gather data on students' perceptions of the program. Results of the study indicate statistically significant differences between treatment conditions with respect to problem-solving efficiency, student problem-solving behaviors, and scientific knowledge gain. Additionally, qualitative findings highlight problematic aspects of the highly structured condition as implemented within the classroom context while also identifying components of the learning environment that were perceived as helpful and useful to participants. Teacher interviews also provided insight into classroom implementation of the program and opportunities to further enhance scaffolds to support student learning. Implications of the study from research, instructional design, and technology perspectives are discussed along with a treatment of study limitations and opportunities for further research in this area. / text
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Comparison of experts and novices in problem-based learning for engineering educationHeo, Damji 20 January 2015 (has links)
Ill-structured problems, problems that do not have simple structures and one finite correct solution, are the most common form of problems that engineers meet in everyday situations. However, because ill-structured problems and well-structured problems differ in many aspects, the curriculum of engineering education mostly focuses on well-structured problems, leading to the possibility that students might not apply the knowledge they have learned from school to the workplace after they graduate. Problem-based learning using ill-structured problems is more effective in teaching students to approach a solution for a task in a more expert-like way, by, for example, using analogical reasoning. In this study, novice participants who are majoring in Engineering and expert participants who are in the Civil or Mechanical Engineering fields are asked to solve ill-structured problems. The focus of analysis will be on the different types of analogies they use. Self-Efficacy will also be measured using a survey to observe if different levels of self-efficacy affect problem solving differently in the two groups, and if there is any relationship between types of analogies that each groups use and self-efficacy. The findings of this study would help to improve the curriculum of engineering education especially enhancing students’ cognitive strategy for engineering designs. / text
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Problem-solving interactions in the collaborative discourse of engineering design: a descriptive framework and three applicationsCarpenter, Mark Allan 28 August 2008 (has links)
Not available / text
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The effects of databases as cognitive tools in a multimedia problem-based learning environmentLi, Rui 28 August 2008 (has links)
Not available / text
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Investigating problem-based learning with ICT in elementary schoolLeung, Wai-kin, Kenneth., 梁偉健. January 2004 (has links)
published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education
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A context-based problem solving approach in grade 8 natural sciences teaching and learning.Khumalo, Leonora Thandeka Nontsikelelo. January 2009 (has links)
The demands of the new curriculum are such that problem solving is foregrounded as one of the core skills in the learning of the Natural Sciences. However teachers in general have difficulties in conceptualizing how this core skill should be incorporated into their everyday teaching of the Natural Sciences. Furthermore there seems to be some confusion in the literature on how the concept of problem solving should or ought to be understood. This is a qualitative case study to explore a grade 8 Natural Sciences educator who involves the learner's context when developing the curriculum, during teaching and learning and assessment. The educator allows the learners to use their context to negotiate during teaching and learning. The learners discuss the context-based activities in their groups and solve problems in their context, produce the portfolio boards by using the resources from their context and present their portfolio board to the class. The educator assesses the learners' activities in context and the portfolio boards. The educator and classroom activities are explored by using semi-structured interview as the main source of the data, unstructured interviews semi-structured obs~rvation schedule and classroom observation. The educator's understanding is explored by using a multifaceted methodology which targets the following key aspects namely, curriculum development, teaching and learning and assessment. In the activity theory the context is the unit of analysis. Activity theory is used as the lens and the conceptual framework in this study to understand how the educator develops the curriculum, teach learners Matter and Materials in their context and assess their context-based activities and the portfolio boards. The findings show that according to this educator he sees himself as the curriculum implementer rather than developer. The curriculum changes are at theoretical level rather than classroom level. Contextual teaching involves construction of knowledge from learners pre-knowledge and interests. Teaching within an Outcomes Based Education is transformative and educator as a mediator of learning. Problem solving needs more time but maximise non-routine thinking. Assessment is for learning, it is continuous and it contributes towards assessment for grading. / Thesis (M.Ed.)- University of KwaZulu-Natal, Durban, 2009.
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Preparing to care : creating a culture of caring in problem based learning tutorial groupsOosterbroek, Tracy Ann, University of Lethbridge. Faculty of Health Sciences January 2009 (has links)
The purpose of this study was to explore with fourth year nursing baccalaureate students, their perceptions of experiences of caring using ethnographic design, and examine the phenomenon of caring and whether the development of caring relationships occurs among students and faculty members. Furthermore, the study sought to understand how nursing students perceive these relationships as influential in their learning, and ability to cope with stress. The sample consisted of ten fourth year nursing students who volunteered to be interviewed as well as one focus group of seven faculty members. The major findings of the study illuminated five general constructs: (1) The caring art of nursing in large part is a way of being in the world, an attitude that is inherent in the personality; (2) the caring science of nurse doing can indeed be taught and learned; (3) non-caring behaviors, experiences and relationships negatively impact the learning environment and therefore the learning outcomes for students; (4) Problem Based Learning (PBL) method cultivates a safe and caring learning environment; (5) caring is valued by students and positively impacts their educational experience, including learning outcomes, clinical experiences and their ability to cope with stress. The findings of the study may be utilized as a component of faculty growth and development as well as internal curriculum review. / x, 131 leaves ; 29 cm
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The impact of therapeutics tutorials on the reasoning of fourth year medical students with regard to the prescribing process.Harries, Catherine Sara. January 2005 (has links)
This research was initiated as a response to a request for assistance from a group of students
at the Nelson R Mandela School of Medicine who had reported feeling unprepared to
prescribe medicines. This led to an interest in the level of competence shown by students in
making prescribing decisions and the extent to which they were confident of their prescribing
judgments.
Student prescribing competence and confidence were assessed using quantitative and
qualitative methods. The quantitative assessment comprised a test where students were asked
to rate their confidence in some of their responses. A stratified sample of 10 of these student
interviewed, where they were asked to choose treatment for four paper cases. Prescribing
skills were found to be lacking, with test results averaging 47%. appropriate treatment
selected for only 4 of the total of 40 paper cases. Upon reviewing the literature, it became
apparent that poor prescribing skills, leading to the problem of irrational prescribing was a
worldwide phenomenon The study aimed to address areas of weak prescribing skill using a
short intense intervention comprising of several different learning strategies. Student change
in confidence following the course was assessed using an evaluation form where students
rated their perceived changes in key competences. Students showed improved confidence for
each of the prescribing abilities measured.
These findings have been compiled into 3 research publications, the texts of which are bound
together as they were submitted together to comply with the research requirement of an M.Ed.
The findings are reported in a paper titled Building successful therapeutics into a problembased
medical curriculum in Africa in the South African Journal of Higher Education (see
Appendices).
I was also interested in how prescribing ability builds as students develop new prescribing
skills. The student interviews provided an opportunity to explore the variation shown between
the students relating to the quality of the treatment they prescribed for a given paper case. A
sample of two sets of paper cases were assessed using a phenomenographic method, yielding
two different perspectives of student experience.
The research outlined above is the focus of the dissertation, which also includes an
exploration of the teaching and learning issues which guided the design of the intervention
and which I believe led to the positive finding of improved student prescribing confidence.
Also included in the dissertation is an analysis of the quantitative assessment according to the
cognitive categories of Bloom's Taxonomy, as well as qualitative data gathered from student
interviews which revealed an understanding about prescribing abilities which predominated at
differing Bloom cognitive levels for different students.
In the second paper titled Undergraduate medical students' reasoning with regard to the
prescribing process which has been submitted to Medical Teacher, (see Appendices) the
range of student cognition associated with prescribing is explored. Each question from the
quantitative assessment of prescribing abilities were grouped according to the Bloom
Category it had been assigned, student scores according to each Bloom category were
calculated. Students scored highest for the lowest cognitive category ('knowledge') and
lowest for the highest ranked cognitive categories( 'evaluation' and 'synthesis'). These
findings along with the qualitative findings and the phenomenographic assessment were
reported here. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.
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