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Yes / An innovative new midwifery programme leading to midwifery registration with the Nursing and Midwifery Council (NMC) developing potential registrants at both BSc and MSc levels commenced in September 2016. The programme is delivered utilising problem-based learning (PBL) as both a content delivery method and a philosophical approach, underpinning student learning at the UK's University of Bradford, School of Midwifery. A requirement for NMC revalidation at a five-year juncture and institutional programme reapproval acted as a catalyst for change. The programme team embraced a new curriculum framework which emphasised a move to reviewing stage and programme outcomes rather than concentrating on the minutiae of module outcomes. This new approach suited the holistic nature of PBL ensuring an intellectually challenging and inclusive method of teaching and learning for midwifery practice. A further progression for the programme team was to develop an understanding of, and to integrate, ‘threshold concepts’ or ‘troublesome knowledge’. These are defined as knowledge, principles or components which students find difficult to understand and therefore to utilise to improve practice and deliver high-quality care. This article explores the integration of threshold concepts into a problem-based midwifery curriculum.

Wong Wing Shuen Sibyl. / Thesis submitted in: November 2004. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 238-252). / Chapter Chapter One --- Introduction --- p.1 / Chapter 1.1 --- Identification of problems --- p.1 / Chapter 1.2 --- Purpose of the study --- p.10 / Chapter 1.3 --- Significance and contribution of the study --- p.11 / Chapter 1.4 --- Research questions --- p.13 / Chapter Chapter Two --- Review of the literature --- p.15 / Chapter 2.1 --- The Hong Kong chemistry curriculum for secondary schools --- p.16 / Chapter 2.2 --- Students' understanding of chemical knowledge --- p.20 / Chapter 2.3 --- Chemistry students' problem solving skills --- p.29 / Chapter 2.4 --- Factors affecting students' understanding of chemistry knowledge and their problem solving skills --- p.34 / Chapter 2.5 --- Nature of Problem Based Learning --- p.40 / Chapter 2.6 --- Differences between Problem Based Learning and other teaching method --- p.42 / Chapter 2.7 --- Development of Problem Based Learning units --- p.48 / Chapter 2.8 --- Implementation of Problem Based Learning in classroom --- p.54 / Chapter 2.9 --- Effects of Problem Based Learning on students' learning --- p.60 / Chapter 2.9.1 --- Understanding of subject matter knowledge --- p.61 / Chapter 2.9.2 --- Students' problem solving skills --- p.63 / Chapter 2.9.3 --- Students' attitudes towards Problem Based Learning --- p.66 / Chapter 2.10 --- Limitations of the past PBL studies --- p.68 / Chapter Chapter Three --- Research methodology --- p.69 / Chapter 3.1 --- Research design --- p.69 / Chapter 3.1.1 --- Sample --- p.69 / Chapter 3.1.2 --- Development of Problem Based Learning units --- p.71 / Chapter 3.1.3 --- Implementation of Problem Based Learning units --- p.75 / Chapter 3.2 --- Development of instruments --- p.78 / Chapter 3.3 --- Data collection --- p.81 / Chapter 3.4 --- Data analysis --- p.85 / Chapter 3.4.1 --- Researcher's reflective journal --- p.85 / Chapter 3.4.2 --- Implementation video data --- p.85 / Chapter 3.4.3 --- Chemistry teacher's interview data --- p.86 / Chapter 3.4.4 --- Students' performance in the pre-test --- p.86 / Chapter 3.4.5 --- Understanding of chemistry knowledge (Post-test) --- p.87 / Chapter 3.4.6 --- Problem solving skills (Post-test) --- p.88 / Chapter 3.4.7 --- Students' attitudes towards Problem Based Learning --- p.88 / Chapter Chapter Four --- Results and Discussion --- p.90 / Chapter 4.1 --- The characteristics of an effective Problem Based Learning unit in secondary school chemistry --- p.90 / Chapter 4.1.1 --- Results from the review of literature --- p.91 / Chapter 4.1.1.1 --- The first PBL unit ´ؤ Spectacle Frame --- p.95 / Chapter 4.1.1.2 --- The second PBL unit - Wool damage --- p.98 / Chapter 4.1.1.3 --- The third PBL unit - Hydrogen Fuel --- p.101 / Chapter 4.1.2 --- Results from the researcher's reflective journal --- p.104 / Chapter 4.1.3 --- Summary of the characteristics of an effective Problem Based Learning unit in secondary school chemistry --- p.107 / Chapter 4.2 --- Factors facilitating and hindering the implementation of the Problem Based Learning units by a chemistry teacher --- p.110 / Chapter 4.2.1 --- Factors identified from the researcher's reflective journal --- p.111 / Chapter 4.2.2 --- Factors identified from the video data --- p.123 / Chapter 4.2.3 --- Factors identified from the chemistry teacher's Interview --- p.125 / Chapter 4.2.4 --- Summary of the factors facilitating and hindering the implementation of PBL in secondary school --- p.129 / Chapter 4.3 --- Differences in students' understanding of content knowledge and problem solving skills between the Problem Based Learning and didactic instruction groups --- p.135 / Chapter 4.3.1 --- Chemistry knowledge gained by PBL and didactic instruction students --- p.135 / Chapter 4.3.2 --- Problem solving skills gained by PBL and didactic instruction students --- p.140 / Chapter 4.4 --- Chemistry students' attitudes towards Problem Based Learning --- p.143 / Chapter 4.4.1 --- Reliability of the questionnaire data --- p.143 / Chapter 4.4.2 --- Students' attitudes towards PBL after the second PBL unit was implemented --- p.144 / Chapter 4.4.3 --- Students' attitudes towards PBL after the third PBL unit was implemented --- p.146 / Chapter Chapter Five --- Conclusions / Chapter 5.1 --- Summary of the study --- p.153 / Chapter 5.2 --- Implications for teaching and learning of chemistry in secondary schools --- p.155 / Chapter 5.3 --- Limitations and recommendations for future research --- p.158 / Appendix 1 Evaluation Report of the 1st PBL Pilot Study --- p.160 / Appendix 2 PBL experts' comments on 'Wool damage' and 'Hydrogen fuel' --- p.170 / Appendix 3 Evaluation Report of the 2nd PBL Pilot Study --- p.171 / Appendix 4 Student's PBL package ´ؤ 'Spectacle frame' --- p.176 / Appendix 5 Facilitator's PBL package - 'Spectacle frame' --- p.182 / Appendix 6 Student's PBL package - 'Wool damage' --- p.189 / Appendix 7 Facilitator's PBL package - 'Wool damage' --- p.196 / Appendix 8 Student's PBL package - 'Hydrogen fuel' --- p.207 / Appendix 9 Facilitator's PBL package - 'Hydrogen fuel' --- p.214 / Appendix 10 Multiple Choice Questions --- p.225 / Appendix 11 Questionnaire --- p.233 / Appendix 12 PBL package evaluation form --- p.235 / Appendix 13 Presentation rubric --- p.237 / Bibliography --- p.238

published_or_final_version / Education / Master / Master of Education

Problem-based learning (PBL) is being adopted increasingly as a learning and teaching strategy within the United Kingdom. Although facilitation is recognised as being central to PBL, much of the current literature on facilitation in PBL is conflicting. This study explored the espoused and actual conceptions of PBL adopted by facilitators on a newly-developed pre-registration nursing diploma programme that employed PBL. To explore the lived experience of the PBL curriculum, a constructivist interpretist qualitative research design was adopted. For facilitation in PBL to be effective in promoting independent learning and developing critical thinking, teachers were required to sustain the newly espoused pedagogy and to adapt their actions to match. All participants possessed facilitation skills before the start of the study, however expertise in PBL facilitation took time and practice to acquire as existing skills had to be applied in new ways. Findings identified four broad approaches to facilitation: directive conventionalist, liberating supporter, nurturing socialiser and pragmatic enabler. Over time, most facilitators converged from a directive conventionalist approach towards that of a pragmatic enabler. The transitions were influenced by the need to resolve dissonance between espoused theories and theories-in-use; increased understanding of the dialogic nature of PBL; the use of communicative spaces to share and reflect on experience and an enhanced awareness of student diversity. While the findings relate specifically to PBL facilitation, they also contribute to the understanding of the types of teaching and learning strategies required by the large and increasingly diverse student body.

Thesis (Ph. D.)--University of Pittsburgh,1996. / "97-09426." Includes bibliographical references (leaves 143-148).

The primary purpose in this case study was to explore the use of three-dimensional virtual spaces via the use of the game Minecraft as a teaching tool. The case study examined the effectiveness, self-efficacy, and social interaction of students when using such a tool in the teaching and learning process. The research analyzed knowledge acquisition through various deliverables such as benchmark pre and post exams, student discourse, and tangible objects created from the lessons by the students. Students were enrolled and participated in a summer camp offered from Arts and Technology Institute in North Texas. The camp utilized Minecraft to teach architecture types. Students learned about pyramids (Egyptian and Aztec), Roman/Greek architecture, Gothic architecture, and Post-Modern Architecture. Each day students were exposed to a different them of architecture and were tasked with building a world that was in the theme of an assigned type of architecture. Fifty-nine school age students ranging in ages from eight to twelve years old participated fully in the study. The students were not grouped by age, but instead self-selected partners with which to work during the course of their creations. Results show that students who participated in the Minecraft driven course were highly engaged and reported a positive experience during the course of learning. Participants worked cohesively to achieve common goals and problem solve during the course of project completion. Participants freely participated in discourse that was on the topic of the lesson, as well as, offered suggestions for improvement and solicited ideas from other participants. Pre and posttest results yielded an improvement in knowledge acquisition regarding general knowledge of architecture types. Many students frequently used the word “Fun” to describe their learning experience as cited in their daily blog entries. The research strived to show that using Minecraft as a teaching tool can create an environment in which students are highly engaged and are afforded an opportunity to learn material in a way that students can see as an applicable reason for learning. Results of this research evidence Minecraft as a tool in learning yields an atmosphere in which students take ownership of their learning and work in concert with other members of the classroom to yield positive learning outcomes.

In the last ten years or so, many interactive aircraft design software packages have been released into the market. One drawback of these packages is that they assume prior knowledge in the field of aircraft design. Also, their main purpose being the preliminary aircraft design in a commercial environment, and are not intended for instructional use. Aircraft Design is an iterative process, and the students in the formative years of training must realise that one year of study is not enough to embrace all the necessary underlying concepts in this field. Most universities present the aircraft design as a classical Problem-Based Learning scenario, where students work in groups, with the group size varying between 5 and 8 students., each with a designated role, to carry out a specific task. The students work through the classical process of preliminary design based largely on textbook methods. Therefore, the need for a preliminary design tool (software) that helps the students to understand, analyse, and evaluate their aircraft design process exists. The developed software does everything that is needed in the preliminary design environment. Students are interactively guided through the design process, in a manner that facilitates lifelong learning. Comprehensive output is provided to highlight the “what if scenarios”. The software consists of many modules such as input (user interface), weight estimation, flight performance, cost estimation, take-off analysis, parametric studies, optimisation, and dynamic stability. Due to the large number of input design variables, a full interactive Graphical-User-Interface (GUI) is developed to enable students to evaluate their designs quickly. Object-Oriented-Programming (OOP) is used to create the GUI environment. The stability and control derivatives computed in this work are largely based on analytical techniques. However, a facility is provided in the software to create the data input file required to run a software package produced by USAF, called DATCOM, that enables computation of the dynamic stability and control derivatives that can be ultimately used in flight simulation work. Amongst all the variables used in aircraft design, aircraft weight is the most significant. A new weight estimation module has been developed to increase the accuracy of estimation to better than 5%. Its output results agree very favourably with the published data of current commercial aircraft such as Airbus and Boeing. Also, a new formula is proposed to estimate the engine weight based on its thrust in the absence of the data available with high degree of accuracy. In order to evaluate the effectiveness of the design under consideration, a comprehensive methodology has been developed that can predict the aircraft price as a function of aircraft weight. The Direct Operating Cost (DOC) is also calculated using methods proposed by ATA, NASA, and AEA. Finally, a walk-through of two case studies are presented, one for large transport aircraft and other for small business jet, to show how typical undergraduate students will proceed with the design and to demonstrate the effectiveness of the developed software.

UA Open Access Publishing Fund / Study objectives: Multiple curricula have been designed to teach medical students the basics of ultrasound; however, few focus on critical problem-solving. The objective of this study is to determine whether a theme-based ultrasound teaching session, dedicated to the use of ultrasound in the management of the hypotensive patient, can impact medical students’ ultrasound education and provide critical problem-solving exercises. Methods: This was a cross-sectional study using an innovative approach to train 3rd year medical students during a 1-day ultrasound training session. The students received a 1-hour didactic session on basic ultrasound physics and knobology and were also provided with YouTube hyperlinks, and links to smart phone educational applications, which demonstrated a variety of bedside ultrasound techniques. In small group sessions, students learned how to evaluate patients for pathology associated with hypotension. A knowledge assessment questionnaire was administered at the end of the session and again 3 months later. Student knowledge was also assessed using different clinical scenarios with multiple-choice questions. Results: One hundred and three 3rd year medical students participated in this study. Appropriate type of ultrasound was selected and accurate diagnosis was made in different hypotension clinical scenarios: pulmonary embolism, 81% (95% CI, 73%–89%); abdominal aortic aneurysm, 100%; and pneumothorax, 89% (95% CI, 82%–95%). The average confidence level in performing ultrasound-guided central line placement was 7/10, focused assessment with sonography for trauma was 8/10, inferior vena cava assessment was 8/10, evaluation for abdominal aortic aneurysm was 8/10, assessment for deep vein thrombus was 8/10, and cardiac ultrasound for contractility and overall function was 7/10. Student performance in the knowledge assessment portion of the questionnaire was an average of 74% (SD =11%) at the end of workshop and 74% (SD =12%) 3 months later (P=0.00). Conclusion: At our institution, we successfully integrated ultrasound and critical problemsolving instruction, as part of a 1-day workshop for undergraduate medical education

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for great concern. This has resulted in different nation-wide intervention programmes that are aimed at improving teacher performance and effectiveness. In this study, the teacher is the focal point of the intervention. Problem-based learning (PBL), which is well-regarded as being one of the best examples of a constructivist learning environment, is introduced to a group of 15 Foundation Phase teachers. The study is an unpacking of the Foundation Phase teachers’ pedagogical knowledge and beliefs regarding, and practices in, the teaching and learning of mathematics, as well as in the use of PBL as a vehicle for the teaching and learning of mathematics. The unpacked knowledge can be used to address the challenges that are related to the improvement of the teaching and learning of mathematics in the Foundation Phase. A combination of qualitative and quantitative research methods, including questionnaires, interviews, lesson observation, and workshops, were used to explore the teachers’ current pedagogical knowledge, beliefs and practices with regard to problem-solving. It was also used to expose the teachers to PBL as an alternative approach to teaching and learning mathematics in the Foundation Phase. The study provides a body of knowledge on the Foundation Phase teachers’ pedagogical knowledge, practices and beliefs regarding the teaching and learning of mathematics in general, and approaches to problem-solving in particular, thus providing insights into some of the factors that might lie behind learner outcomes. Study findings indicate that the majority of teachers’ daily mathematical teaching culture was deep-rooted in the traditional approach (direct transmission). This approach was characterised by the teachers concerned focusing on the following of rules and procedures, and on doing demonstrations on the chalkboard, whereafter the learners were encouraged to practise what they had learned by asking them to do pen-and-paper calculations. The lessons were generally not structured to develop critical thinking and reasoning skills. In instances where the teachers created learner-centred activities that were conducive to the development of such skills, deep-rooted traditional approaches manifested themselves in the way in which the teachers showed the learners how to solve their given problem at the earliest signs of any difficulty in doing so was exhibited by the learners. In so doing, the majority of the teachers, despite initially creating learning opportunities by posing problems to their learners, they soon snatched away the selfsame opportunities from them. This was because they did not allow sufficient time for the learners to grapple with a problem, and to engage in critical thinking. After exposure to PBL, the educators were able to implement PBL so effectively that they could address the problems related to low learner achievement in mathematics, as reflected in the international assessment studies, and in the national systemic evaluations within the current South African context. / AFRIKAANSE OPSOMMING: In hierdie studie is die pedagogiese kennis van Grondslagfase-onderwysers ondersoek ten einde insig te verkry in hulle begrip van die onderrig en leer van wiskunde. Die onderwysers se kennis is ondersoek aangesien dit een van die belangrikste veranderlikes is wat 'n invloed het op dit wat in die klaskamer uitgevoer word. Die ondersoek is onderneem teen die agtergrond dat die algehele prestasie van leerders in die nasionale sistemiese evaluerings en internasionale assesseringstudies uiters swak en 'n bron van groot kommer was. Dit het gelei tot verskillende intervensieprogramme wat gemik is op die verbetering van onderwyserprestasie en -doeltreffendheid. In hierdie studie is die onderwyser die fokuspunt van die intervensie. Probleem-gebaseerde leer (PBL), wat beskou word as een van die beste voorbeelde van 'n konstruktivistiese leeromgewing, is aan 'n groep van 15 onderwysers in die Grondslagfase gebring. Die studie was ‘n poging om nuwe kennis te identifiseer ten opsigte van Grondslagfase-onderwysers se pedagogiese geloof en praktyke in die onderrig en leer van wiskunde, en die gebruik van PBL as 'n middel vir die onderrig en leer van wiskunde – kennis wat gebruik kan word om die verwante uitdagings aan te spreek ter verbetering van die onderrig en leer van wiskunde in die Grondslagfase. 'n Kombinasie van kwalitatiewe en kwantitatiewe navorsingsmetodes, wat vraelyste, onderhoude, les-waarneming en werkswinkels ingesluit het, is aangewend om die onderwysers se huidige pedagogiese sienings en praktyke met betrekking tot probleemoplossing grondig te ondersoek en dan voort te gaan om die onderwysers bloot te stel aan PBL as alternatiewe benadering tot onderrig en leer van wiskunde in die Grondslagfase. Die studie het bevind dat die meerderheid van die onderwysers se huidige onderrigkultuur een was wat diep gewortel is in die tradisionele benadering van onderrig en leer van wiskunde (direkte oordrag): dit is gekenmerk deur die onderwysers se onderrig van wiskunde deur te fokus op reëls en prosedures, demonstrasies aan die klas op die swartbord en leerders dan te laat oefen deur pen- en papierberekeninge te doen. Dié het die meerderheid van die onderwysers daagliks gedoen. Lesse is oor die algemeen nie gestruktureer om kritiese denke en beredenering te ontwikkel nie. In gevalle waar die onderwysers leerder-gesentreerde aktiwiteite geskep het wat weens hulle ontwerp bevorderlik is vir die ontwikkeling van kritiese denke en redenasie, het die diepgewortelde, tradisionele benaderings hulself gemanifesteer in die feit dat die onderwysers, met die eerste aanduiding dat die leerders sukkel, hulle te hulp gesnel het en die leerders gewys het hoe om die probleem op te los. Met dié optrede het die meerderheid van die onderwysers aanvanklik leergeleenthede geskep (deur probleme aan hulle leerders voor te hou), maar dit spoedig dan weer weggeraap weens die feit dat hulle nie genoegsame tyd toegelaat het vir hulle leerders om met idees te worstel en deel te hê aan kritiese denke nie. Blootstelling van die opvoeders aan PBL het aan die lig gebring dat opvoeders in die Grondslagfase PBL doeltreffend kan implementeer om probleme rondom lae leerder prestasie in wiskunde aan te spreek wat in internasionale assesseringstudies en in die nasionale sistemiese evaluerings binne die huidige Suid -Afrikaanse konteks weerspieël word.