Relevant bibliographies by topics / Based Civic Education Learning and Problem

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Based Civic Education Learning and Problem'

Author: Grafiati
Published: 4 June 2025
Last updated: 14 July 2025

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Journal articles on the topic "Based Civic Education Learning and Problem"

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Rafzan, Rafzan. "Implications of Project-Citizent Based Civic Education Learning: The Key to Obtaining Civic Competence?" Abdimas Galuh 6, no. 2 (2024): 1769. http://dx.doi.org/10.25157/ag.v6i2.15561.

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The ability of citizens in civic education must have four components of ability, namely civic knowledge, civic skill, civic value and civic action. The four competencies of citizens are the most dominant things to be applied. This ability facilitates students in acting and thinking critically to solve problems in various social situations. That ability requires efficient expertise. In line with the overall competence, competence can also determine problem solving in learning. The implementation of this learning is based on obtaining the four competencies. This can determine the attitude of awa
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Novita Indrisari Lumban Gaol. "The Implementation of the Problem-Based Learning Model in Teaching National Values." Jurnal Pendidikan Vokasi Indonesia 1, no. 02 (2023): 34–38. https://doi.org/10.63401/jpvi.v1i02.125.

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Classroom Action Research (CAR) is conducted to address learning issues. A professional teacher must be able to apply various teaching models and learning media. The majority of students consider Civic Education to be the most boring subject. The purpose of this study is to evaluate the success of Classroom Action Research conducted by Civic Education teachers. This research employs a qualitative method. Data collection is carried out through observation, interviews, documentation, and literature review. The results of this study indicate that Civic Education teachers who implemented Classroom
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Monica, Caroline, Frisca Yuyun Padudung, Renzy Riza, and Saphira Amanda Destrisha Lawado. "Transformasi Pembelajaran PKn: Menyelidiki Dampak Model Problem Based Learning terhadap Hasil Belajar Siswa [Transforming Pkn Learning: Investigating the Impact of the Problem-Based Learning Model on Student Learning Outcomes]." Jurnal Teropong Pendidikan 3, no. 2 (2024): 89. http://dx.doi.org/10.19166/jtp.v3i2.7605.

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<div><p class="1eAbstract-text">The study aims to evaluate the influence of the use of Problem Based Learning (PBL) on student learning outcomes in the subject of Civic Education. By applying the true experiment method that uses Posttest Only Control as the research design, the research was conducted in high school and involved forty-three students. The test questions play a role as an instrument that measures student learning outcomes, where the test questions are valid, have a low level of reliability, and focus on understanding the material of Civic Education. The results showed
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Banjarnahor, Daulat Nathanael. "Pengaruh Model Pembelajaran Problem Based Learning dalam Meningkatkan Sikap Demokratis Mahasiswa." PENDIPA Journal of Science Education 5, no. 3 (2021): 316–21. http://dx.doi.org/10.33369/pendipa.5.3.316-321.

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The purpose of this study was to describe: 1) How to implement civic education and learning to develop a democratic attitude and learning participation; 2) How to design a civic education learning model based on controversial issues in the mass media to develop a democratic attitude and student learning participation; 3) Based on the public To what extent can the civic education learning model of media controversial issues develop democratic attitudes and student participation in learning? It is indeed necessary to consider adopting appropriate learning methods to improve and discover students
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Keegan, Louise C., Angela Losardo, and Kim C. McCullough. "Problem-Based Learning and Civic Engagement in Undergraduate Education." Communication Disorders Quarterly 39, no. 1 (2017): 312–19. http://dx.doi.org/10.1177/1525740116685184.

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Tita, Wulandari, Suharno, and Triyanto. "The Teaching Material Development of Problem Based Learning: Improving Student's Civic Knowledge." Journal of Education and Learning (EduLearn) 12, no. 4 (2018): 725–30. https://doi.org/10.11591/edulearn.v12i4.9377.

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he purpose of this research is to know the teaching material condition in classes and the need of PBL-based on civic education; to know the development of PBL-based civic education; to know the effectiveness of PBL based civic education for fourth-grade students of elementary school as textbooks to improve students’ civic knowledge. This book is written based on PBL syntax as a student learning activity. The method of this research uses Borg and Gall techniques modified by Sukmadinata which consists of three namely preliminary study, product development, and product effectiveness test. T
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White, Gregory, and Alan Schoenfeld. "Supporting Civic Reasoning, Discourse, and Problem Solving That Is Political Without Being Partisan." Review of Research in Education 47, no. 1 (2023): 568–605. http://dx.doi.org/10.3102/0091732x231219989.

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This chapter focuses on effective preparation for civic reasoning, discourse, and problem solving. It reviews literatures, including major synthetic reviews and studies from the science of learning and development (SoLD), civics education, and mathematics education. Based on these reviews, the authors make the case for a more comprehensive form of civic education in which reasoning, discourse, and problem solving permeate the curriculum across grades and subject matter. As an example, the authors illustrate how mathematical tools and techniques inform powerful fact-based civic reasoning and di
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Yuniwati, Y., and Muhsinatun Siasah Masruri. "PENINGKATAN KUALITAS PEMBELAJARAN PPKN MELALUI PENERAPAN PROBLEM BASED LEARNING DI SMP." Harmoni Sosial: Jurnal Pendidikan IPS 3, no. 2 (2016): 199–210. http://dx.doi.org/10.21831/hsjpi.v3i2.7947.

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Penelitian ini bertujuan untuk meningkatkan kualitas pembelajaran PPKn melalui penerapan model Problem based learning di kelas VIII A semester 1 SMP Negeri 2 Manisrenggo Kabupaten Klaten tahun akademik 2014/2015. Penelitian ini merupakan penelitian tindakan kelas (classroom action research) dengan desain Kemmis & Taggart yang dilaksanakan dalam III siklus. Jenis tindakan yang dilaksanakan adalah penerapan model Problem based learning dalam pembelajaran PPKn. Langkah-langkah pembelajaran meliputi mengidentifikasi masalah, menggali sumber informasi yang relevan, belajar secara mandiri, menye
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Safitri, Eka, I. Kadek Suartama, and Alexander Hamonangan Simamora. "Problem Based Video Learning on Civic Education Content for Third Grade of Elementary School." Jurnal Edutech Undiksha 12, no. 1 (2024): 160–68. https://doi.org/10.23887/jeu.v12i1.64757.

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Currently, the civic education learning outcomes of elementary school students are still in the low category. This is due to the lack of learning media that can be used. This development research aims to analyze the design, validity and effectiveness of problem-based learning videos on class III civic education content. This research uses the ADDIE development model. The subjects in this research were subject content experts, design experts, media experts, 3 students for individual trials, and 6 students for small group trials. Data collection was carried out using questionnaires and tests. Da
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Ponidi, Ponidi. "IMPLEMENTATION OF CHARACTER EDUCATION THROUGH A PAKEM APPROACH MODEL IN CIVIC EDUCATION." JLCEdu (Journal of Learning and Character Education) 1, no. 1 (2021): 11–21. http://dx.doi.org/10.56327/jlcedu.v1i1.14.

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Research with the implementation of character education through the PAKEM approach model in civic education subjects aims to provide the inculcation of character values that are embedded in humans through learning civic education in Schools. This study uses a qualitative method so that the resulting research procedure is descriptive data from the results of these observations with words, pictures, and not numbers so that the research report contains quotations of data to provide an overview of its presentation. The results of this research are that civic education can be used as a determinant
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Dissertations / Theses on the topic "Based Civic Education Learning and Problem"

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Schneider, Brett. "Virtual Civic Engagement| Exploring Technology, Secondary Social Studies, and Problem Based Learning with TPACK." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254590.

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<p>Sociological and cultural analysts have noted the reticence of public secondary schooling to recognize and build academic activities around the participatory culture in which adolescents are so readily involved (Jenkins, Purushotma, Weigel, Clinton & Robison, 2009). Despite the Common Core State Standards having required students to demonstrate they can maximize technology to perform a range of skills involving targeted specialized research, organized writing, and visually intentional presentation (National Governors Association Center for Best Practices [NGA], Council of Chief State Schoo
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An, Yun-Jo. "Collaborative problem-based learning in online environments." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219913.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006.<br>"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Charles Reigeluth.
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Iseri, Gokmen Selcen. "Effects Of Problem Based Learning On Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609414/index.pdf.

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The purpose of the study was to investigate the relative effect of problem based learning with a non local perspective (PBL1), problem based learning with a local perspective (PBL2) and traditionally designed environmental education (TRD) lectures on elementary school (7th grade) students&rsquo<br>environmental attitude<br>specifically by the 3 dimensions as<br>general environmental awareness, general attitude toward solutions, and awareness of individual responsibility. The sample consisted of 95 7th grade students from a public elementary school in Nigde. Three classes instructed by the same
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Leary, Heather M. "Self-Directed Learning in Problem-Based Learning Versus Traditional Lecture-Based Learning: A Meta-Analysis." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1173.

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Problem-based learning is a student-centered, inquiry-based approach that builds problem-solving skills. Reviews of problem-based learning, as compared to traditional lecture-based learning, report modest positive gains in cognitive outcomes. Many metaanalyses have been conducted to analyze the effectiveness of problem-based learning, but none have examined self-directed learning in the context of problem-based learning. The purpose of this study was to conduct a meta-analysis across all disciplines examining the extent to which problem-based learning engenders self-directed learning compared
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Abdullah, Fadzidah. "An evaluation of Problem Based Learning in architectural education." Thesis, University of Strathclyde, 2006. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21612.

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This thesis is a case study that explores the implementation of Problem Based Leaming in architectural education. It aims to evaluate the appropriateness of Problem Based Learning for the pedagogical improvement and development of architectural education. The relevant literature from architectural education and the Problem Based Learning pedagogical approach, were used to identify the critiques and problems encountered in contemporary architectural education and to analyse the potential of Problem Based Learning in architectural education. The research questions look at why the implementation
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Stanley, Ethel D. Karash Rhodes Dent. "A problem based approach to undergraduate biology education." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276406041&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202156244&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Barbara Nourie, Kenneth F. Jerich. Includes bibliographical references and abstract. Also available in print.
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Collard, Jason. "An Experiential Approach to the Delivery of the Grade 10 Civics Curriculum in Ontario: The Case of DILA." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32392.

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This study examines an educational intervention, which attempts to create experiential learning opportunities, to gain an understanding of the effects of teachers’ and students’ development as active democratic citizens. The educational intervention comes in the form of a youth program entitled ‘Day of Information for a Lifetime of Action’ (DILA). The research answers the following question: does an experiential approach to the delivery of the Grade 10 Civics Curriculum such as DILA affect the development of active democratic citizens - as characterized by civic identity, civic engagement, and
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Bunting, Margaret. "Medical education & problem-based learning : collaboration, contradiction & conflict." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/59464/.

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This is a phenomenological study about problem-based learning (PBL) in medical education. Whilst there are strong arguments for PBL having a key presence in today's undergraduate medical curriculum, there is little empirical evidence to show whether or not students fully engage in the opportunities that advocates of PBL claim it offers. This study was approached from the viewpoint that it is important to establish the students’ interpretation and acceptance of PBL, as they are, in practice, the key protagonists. Eleven in-depth, one-to-one, semi structured interviews with medical students offe
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MacDiarmid, Carole. "Interaction and engagement in problem-based learning sessions : a corpus-based analysis." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8327/.

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This research is motivated by the need for a better understanding of the nature of student-centred interactions in university settings. Although there is now a considerable amount of research into written academic English, studies of spoken academic English, particularly of student-centred, disciplinary-specific events, are still relatively few in comparison. This work aims to go some way towards redressing the balance. The study provides a description of a variety of linguistic features of one type of speech event, problem-based learning sessions (PBLs), within the context of a postgraduate p
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Kinkade, Scott Edward. "A Content Analysis of Medical School Problem-Based Learning Cases." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984174/.

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Problem-based learning (PBL) was developed for use in medical education to incorporate more active, learner-centered instruction. Central to problem-based learning is the problem, which in medical education is usually case a case presentation, revealed in stages to allow learners to form and research learning objectives. The purpose of this study was to identify themes present across the PBL cases, including the patient-centeredness of the cases. Content analysis was used to examine 62 PBL cases that comprised the first and second years' core curriculum at a public medical school. The cases i
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Books on the topic "Based Civic Education Learning and Problem"

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Bridges, Susan, Colman McGrath, and Tara L. Whitehill, eds. Problem-Based Learning in Clinical Education. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2515-7.

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Filipenko, Margot, and Jo-Anne Naslund, eds. Problem-Based Learning in Teacher Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02003-7.

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1955-, Jamieson Janet Ruth, and Porath Marion 1944-, eds. Problem-based learning in inclusive education. Prentice Hall Allyn and Bacon Canada, 2000.

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David, Boud, and Feletti Grahame, eds. The challenge of problem based learning. Kogan Page, 1991.

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Eng, Chen Swee, and Australian Problem Based Learning Network., eds. Reflections on problem based learning. Australian Problem Based Learning Network, 1994.

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David, Boud, ed. The challenge of problem-based learning. Kogan Page, 1997.

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J, Bouhuijs Peter A., Schmidt Henk G, van Berkel, Henk J. M., and Network of Community-Oriented Educational Institutions for Health Sciences., eds. Problem-based learning as an educational strategy. Network of Community-Oriented Educational, Institutions for Health Sciences, 1993.

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Bohland, Mark A. Problem based learning: Mystery disease. Dandy Lion Publications, 2003.

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Jensen, Annie Aarup, Diana Stentoft, and Ole Ravn, eds. Interdisciplinarity and Problem-Based Learning in Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18842-9.

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de, Graaff Erik, and Bouhuijs P. A. J, eds. Implementation of problem-based learning in higher education. Thesis Publishers, 1993.

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Book chapters on the topic "Based Civic Education Learning and Problem"

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Bower, Peter, and Sedelia Rodriguez. "Brownfield Action: A Civic-Oriented, Web-Based, Active Learning Simulation." In Transforming Education for Sustainability. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13536-1_14.

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AbstractBrownfield Action is a web-based interactive learning simulation in which students form geotechnical consulting companies and collaboratively solve problems in environmental forensics. Brownfield Action combines a civic-minded, constructivist approach to learning, the environmental, economic, and civic importance of brownfields and the toxification of the environment. Through a series of independent professional evaluations, Brownfield Action has established itself as a highly successful pedagogical model for teaching both introductory and advanced environmental science. Brownfield Action has been disseminated by a nationwide network of undergraduate STEM educators and an interacting network of users.
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Das, D. "Problem-Based Learning for Undergraduate Civil Engineering Education in South Africa- a Methodological Approach." In Lecture Notes in Civil Engineering. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0503-2_8.

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Mohd Noor, Nur Asmaliza, Asmidar Alias, Kamisah Ariffin, Norshariza Mohamad Bhkari, and Anis Hasliza Abu Hashim. "Employing the Problem-Based Learning Approach in Civil Engineering Education: The Highway Engineering Experience." In Proceedings of the Second International Conference on the Future of ASEAN (ICoFA) 2017 - Volume 1. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-8730-1_52.

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Albano, Silvia, Lan Luo, Yinyin Zhou, and Na Li. "Fostering Creativity, Collaboration, and Problem-Solving in Architecture Students Through Digital Educational Escape Rooms." In Lecture Notes in Civil Engineering. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-4749-1_29.

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Abstract The higher education landscape has transformed significantly due to the COVID-19 pandemic, encouraging a rapid transition to online and hybrid education modes via digital technologies. Game-based learning, particularly educational escape rooms, has emerged as a valuable tool in STEM subjects, positively impacting student motivation, learning outcomes, and engagement. In architecture education, the use of gamification and serious gaming presents unique challenges in bridging theoretical knowledge and professional practice. This study explores the potential of digital educational escape rooms (DEERs) in architecture education and collaborative practice, aiming to enhance students’ engagement, motivation, creativity, collaboration, and problem-solving skills. The research seeks to address two main questions: what methods are used to evaluate the outcomes of DEERs in architecture education, and how DEERs impact students’ motivation, collaboration, creativity, and problem-solving to link theoretical knowledge with professional practice? A qualitative thematic analysis of 20 articles published from 2016 to 2023 reveals DEERs’ growing popularity as a learning tool in architecture education. It underscores the importance of further research to explore how DEERs can better prepare students for professional practice and address global challenges.
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Anwar, Khairil, Lukman Lukman, Raudatul Jannah, Abdul Aziz, and Dwi Apriliani Denok. "Application of the Problem Based Learning Model to Improve Student Learning Motivation in Elementary School Civics Education Subjects in BIMA." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2025. https://doi.org/10.2991/978-2-38476-412-9_19.

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Albanese, Mark A., and Laura C. Dast. "Problem-based learning." In Understanding Medical Education. John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch5.

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Albanese, Mark A. "Problem-Based Learning." In Understanding Medical Education. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.ch3.

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McComas, William F. "Problem Based Learning." In The Language of Science Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_66.

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Shipton, Brett. "Problem-Based Learning." In Signature Pedagogies in Police Education. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42387-1_5.

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Rothman, Arthur, and Gordon Page. "Problem-Based Learning." In International Handbook of Research in Medical Education. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_23.

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Conference papers on the topic "Based Civic Education Learning and Problem"

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Indrawsari, Rifda, and Rahmat Rahmat. "Using Problem Based Learning Based Online Learning to Improve Senior High School Students Problem Solving Skills." In Annual Civic Education Conference (ACEC 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220108.063.

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Nurmanita, Mutiara, and Samsuri Samsuri. "Problem Based Civics Learning for Empowering Young Citizens Participation." In Proceedings of the Annual Civic Education Conference (ACEC 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/acec-18.2018.35.

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Zeng, Lei, and Chengxiang Xu. "Problem-based learning in civil engineering education." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529601.

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Karatkevich, A. V. "ACTIVE FORMS AND METHODS OF LEARNING IN THE FORMATION OF UNIVERSAL COMPETENCES OF STUDENTS." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-134-138.

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The use of the competence-based approach in higher education presupposes the formation of a structure of universal competencies among students. Formed competencies make it possible to apply the acquired knowledge in practice, solving various kinds of professional, social and civic tasks. The system of active forms and methods of teaching should become the guiding principle of the formation of the structure of universal competences. It is necessary to introduce such forms of the educational process, innovative pedagogical systems and technologies, methods of active learning, methods of diagnosi
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Alfiandra, Sri Artati Waluyati, and Kurnisar. "Potential Impacts of the Development of Textbook of Population and Environmental Education Subjects Based on Problem-Based Learning for Civics Education Study Program." In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.093.

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Kirrane, Maria, John O'Halloran, Mark Poland, Sandra Irwin, and Pat Mehigan. "Innovative approaches for research led education: UCC’s Green Campus Living Laboratory Programme." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.33.

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Ireland’s National Strategy on Education for Sustainable Development (2014-2020), highlights the need to equip students with “the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’)” to contribute to a more sustainable future (Department of Education and Skills, 2014). Delivering on this challenge requires embedding sustainability within both the formal and informal learning that occurs on campus (Hopkinson et al. 2008), while also integrating sustainability both within and across disciplines (Byrne et al., 2018). UCC is a global leader in su
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Komari, Reni Nuril, Sudjani Sudjani, and Johar Maknun. "Performance assessment design based on problem based learning for vocational high school students skills competency geomatics engineering." In PROCEEDINGS OF THE 1ST INTERNATIONAL CONFERENCE ON CIVIL ENGINEERING EDUCATION (ICCEE 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0094668.

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Pinho-Lopes, Margarida. "Challenges and benefits in implementing problem-based learning in an elective MSc course Application of Geosynthetics in Civil Engineering." In 2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2018. http://dx.doi.org/10.1109/cispee.2018.8593491.

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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning
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Camellia, Kurnisar, and Novemy Dhita S. Aulia. "Problem-Based Civic Education Textbook." In International Conference on Progressive Education (ICOPE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.140.

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Reports on the topic "Based Civic Education Learning and Problem"

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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.

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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and
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Cao, Huantian, Martha Carper, Kelly Cobb, Jillian Silverman, and Shameeka Jelenewicz. Applying Problem-Based Learning (PBL) Strategy to Strengthen Sustainability Education in Textile and Apparel Curriculum. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-278.

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Proskura, Svitlana L., and Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as wel
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Shyshkina, Mariya P. The Problems of Personnel Training for STEM Education in the Modern Innovative Learning and Research Environment. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2664.

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The aim of the article is to describe the problems of personnel training that arise in view of extension of the STEM approach to education, development of innovative technologies, in particular, virtualization, augmented reality, the use of ICT outsourcing in educational systems design. The object of research is the process of formation and development of the educational and scientific environment of educational institution. The subject of the study is the formation and development of the cloud-based learning and research environment for STEM education. The methods of research are: the analysi
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Hernández Orellana, Marisol. Educating for the Future: Why Universities Must Lead the Way in Ethical and Digital Competence. Carver University; Universidad Autónoma de Chile, 2025. https://doi.org/10.32457/hernandez2202597.

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As artificial intelligence (AI) reshapes our world, higher education faces a pivotal decision: will it merely adopt these technologies or will it actively guide their integration in ways that preserve human judgment, ethics, and intellectual autonomy? This opinion article argues that universities must take a leadership role—not only to safeguard their institutional identity but also to contribute to a society populated by digitally competent, ethically grounded professionals. Recent studies show that AI tools like ChatGPT and Wolfram Alpha are increasingly used by students to automate complex
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Crouch, Luis, and Deborah Spindelman. Purpose-Driven Education System Transformations: History Lessons from Korea and Japan. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/139.

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This paper is an essay in comparative educational history and its possible relevance to educational development today. It addresses the question of whether Japan and Korea’s history in using educational development to further national development can be useful as (partial) models for dealing with the educational challenges of today’s lower- and lower-middle income countries. The hypothesis of the paper is that there is much to learn from these countries, but that the lessons one could learn are not at all obvious or superficial, and are only partially about what was done (specific education po
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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.

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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this
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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.

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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discre
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Fernandes Filho, Ivan, Luiz Ferraz de Sampaio Neto, Henri Augusto Korkes, and Cibele Isaac Saad Rodrigues. Manual de Recomendações Técnicas para Elaboração de Problemas em Ginecologia e Obstetrícia. Pontifícia Universidade Católica de São Paulo. Faculdade de Ciências Médicas e da Saúde, 2023. http://dx.doi.org/10.23925/ripucsp/40723.

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O projeto avaliou a relevância do uso da estratégia pedagógica Problem-Based Learning (PBL) ou Aprendizado Baseado em Problemas (ABP) no ensino de Ginecologia e Obstetrícia (GO). Com base em uma revisão sistemática da literatura (PICO) e na experiência pessoal dos autores foi criado o Manual de Recomendações Técnicas para Elaboração de Problemas em PBL para a Ginecologia e Obstetrícia. Foram utilizados os termos de busca "Education, Medical, Undergraduate" (P); "Problem-Based Learning" e "Gynecology" and "Obstetrics" (I); "Patient Satisfaction" ou "Knowledge", (CO) nas bases de dados LILACS, P
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KISELNOKOV, I. V. DIDACTIC CONDITIONS FOR ACTIVATION OF COGNITIVE ACTIVITY OF STUDENTS OF TECHNICAL HIGHER EDUCATION INSTITUTIONS IN THE PROCESS OF TEACHING MATHEMATICS. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-26-39.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions
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