Relevant bibliographies by topics / Teaching Problem-based learning

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

Academic literature on the topic 'Teaching Problem-based learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teaching Problem-based learning"

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Dombe, Dattatray Digambarrao, and T. Anitha. "INTRODUCTION OF PROBLEM BASED LEARNING AS A TEACHING–LEARNING TOOL IN ANATOMY TEACHING." International Journal of Anatomy and Research 4, no. 4.2 (November 30, 2016): 3148–52. http://dx.doi.org/10.16965/ijar.2016.424.

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ISHIDE, Tadateru. "Trials of the Teaching Material for Problem-based learning." International Conference on Business & Technology Transfer 2010.5 (2010): 44–48. http://dx.doi.org/10.1299/jsmeicbtt.2010.5.0_44.

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R., Poornima, and Ashok L. "Problem Based Learning a Shift from Teaching Paradigm to the Learning Paradigm." Indian Journal of Dental Education 10, no. 1 (2017): 47–51. http://dx.doi.org/10.21088/ijde.0974.6099.10117.6.

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N.Ye., Dmitrenko, and Dolia I.V. "PROBLEM-BASED LEARNING: IMPLEMENTATION OF PBL IN TEACHING FOREIGN LANGUAGE." Modern Information Technologies and Innovation Methodologies of Education in Professional Training: Methodology, Theory, Experience, Problems 465, no. 52 (2018): 137–41. http://dx.doi.org/10.31652/2412-1142-2018-52-137-141.

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Choi, Mi Hwa. "Problem－Based Learning as a Teaching Method in Accounting Education." Journal of Finance and Accounting Information 17, no. 2 (June 30, 2017): 47–78. http://dx.doi.org/10.29189/kaiajfai.17.2.3.

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Choi, Mi－Hwa. "Problem－Based Learning as a Teaching Method in Financial Accounting Education." Korean Journal of Accounting Research 23, no. 3 (August 31, 2018): 353–93. http://dx.doi.org/10.21737/kjar.2018.08.23.3.353.

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Schettino, Carmel. "Teaching Geometry through Problem-Based Learning." Mathematics Teacher 105, no. 5 (December 2011): 346–51. http://dx.doi.org/10.5951/mathteacher.105.5.0346.

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Fineout-Overholt, Ellen, Susan B. Stillwell, and Bridie Kent. "Teaching EBP through Problem-Based Learning." Worldviews on Evidence-Based Nursing 5, no. 4 (December 2008): 205–7. http://dx.doi.org/10.1111/j.1741-6787.2008.00142.x.

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Silva, Anielson Barbosa Da, Ana Carolina Kruta de Araújo Bispo, Danilo Goncalves Rodriguez, and Francisco Ialyson Felipe Vasquez. "Problem-based learning." Revista de Gestão 25, no. 2 (April 16, 2018): 160–77. http://dx.doi.org/10.1108/rege-03-2018-030.

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Purpose The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems. Design/methodology/approach The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis. Findings The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning. Practical implications The use of PBL demonstrates its potential for learning through the integration of students’ cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students. Originality/value The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students’ competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning.
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Wang, Li Na, and Mei Fang Du. "Self-Learning and Problem-Based Learning in Database Design." Advanced Materials Research 962-965 (June 2014): 3041–44. http://dx.doi.org/10.4028/www.scientific.net/amr.962-965.3041.

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Along with the new-time society to change the talent demand and teaching the concept of change, the teaching method to students as the main line of imperative, it is to train the students' ability of learning and autonomous learning based on. Based on the introduction of a variety of teaching methods, emphasis on independent learning and learning to promote effective in database design courses.
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Dissertations / Theses on the topic "Teaching Problem-based learning"

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Almasoudi, Bandar M. "Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/rt_theses/13.

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ABSTRACT BACKGROUND: Although Problem-based learning (PBL) approach is a common teaching technique in medical education, its use in the field of respiratory therapy is somewhat controversial. With so many programs adopting PBL strategies, it is important to examine whether there are differences between PBL and traditional teaching approaches in regards to learning outcomes. Therefore, the purpose of this study was to investigate if there are any significant differences between PBL and lecture-based program students in their cognitive abilities in mechanical ventilation. METHODS: Two universities with BS programs in respiratory therapy were chosen—one uses PBL (15 participants) and on uses lecture-based method (24 participants). All 39 participants were given10 multiple-choice questions related to mechanical ventilation derived from the NBRC RRT written exam forms (C & D) as a pre and a post test. RESULTS: The dependent t-test showed a significant difference between the pre and post test of the lecture-based and the PBL groups, resulting in a p value of 0.006 and 0.025 respectively. The independent t-test showed a significant difference in the pre-test favoring the lecture-based group (p = 0.039). However, the independent t-test showed no significant difference in the post-test (p=0.085) CONCLUSIONS: PBL is increasing in popularity despite the fact that studies of its efficacy have been thus far inconclusive. This study has shown PBL to be effective, but not significantly more effective than traditional lecture-based methods in regards to objective test scores.
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Alharbi, Najwa. "The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984143/.

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Promising results from the use of problem-based learning (PBL) as a teaching method in medical programs have encouraged many institutions to incorporate PBL into their curricula. This study investigates how applying hybrid-PBL (H-PBL) in a microbiology laboratory impacts students' higher-order thinking as compared to applying a lecture-based pedagogy. The experimental design compared the learning outcomes of two groups of students: the control group and the H-PBL group, for whom PBL cases comprised 30% of the curriculum. Both groups were taught basic skills for the microbiology lab by the same instructor. Using the traditional teaching style for the control group, the instructor offered each student what they needed for their experiments. The H-PBL group practiced experimental design, data analysis, theory proposal, and created research questions by using six study cases that were closely linked to the area of study. The outcome was measured using a pre- and post- assessment consisting of 24 questions that was designed by following Bloom's taxonomy of learning levels. A one-way ANOVA was used to analyze the data. The results showed that for the first three levels of Bloom's taxonomy— knowledge, comprehension, and application—there were no statistically significant differences between the H-PBL and control group gain scores as determined by a one-way ANOVA. For the knowledge level, f (1, 78) = .232, and p = .632; for the comprehension level, f (1, 78) = .004, and p = .951; and for the application level f (1, 78) =. 028, and p =.863. On the other hand, the gain scores for the three higher levels—analysis, evaluation, and creativity—improved for the H-PBL group. The analysis level showed statistically significant differences, with f (1, 78) = 4.012, and p = .049. Also, there were statistically significant differences in students' performance at the evaluation level, with f (1, 78) = 11.495, and p = .001, and the creativity level, with f (1,78 ) = 23.432, and p = .000. In conclusion, the study results supported the value of incorporating hybrid problem-based learning (H-PBL) into the traditional microbiology laboratory curriculum.
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Wong, Fuk-kin Joe, and 黃福建. "Evaluation of the effectiveness of problem-based learning ineconomics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958825.

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Guerrera, Claudia P. "Testing the effectiveness of problem-based learning through problem generation and problem solving with high school biology students." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23213.

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The purpose of this study was to examine the effectiveness of problem-based learning (PBL) as an alternative teaching method in biology. Eighty-one, ninth grade biology students worked collaboratively in groups, of 2 or 3, to generate a fictitious patient case, which was then exchanged, for other students to solve. This process was repeated on two occasions. Data from pre/post questionnaires and groups' verbal and written protocols were analyzed. Results showed that certain cognitive processes strengthened over time. Significant improvements were also noted in the quality and content of students' written scenarios and solutions, and in students' interest in working collaboratively. Overall, this study confirms that PBL has numerous benefits and holds great potential as an instructional method in biology.
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Guerrera, Claudia P. "Testing the effectiveness of problem-based learning with learning disabled students in biology." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38197.

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The purpose of the present study was to investigate the effects of problem-based learning (PBL) with learning-disabled (LD) students. Twenty-four students (12 dyads) classified as LD and attending a school for the learning-disabled participated in the study. Students engaged in either a computer-based environment involving BioWorld, a hospital simulation designed to teach biology students problem-solving skills, or a paper-and-pencil version based on the computer program. A hybrid model of learning was adopted whereby students were provided with direct instruction on the digestive system prior to participating in a problem-solving activity. Students worked in dyads and solved three problems involving the digestive system in either a computerized or a paper-and-pencil condition. The experimenter acted as a coach to assist students throughout the problem-solving process. A follow-up study was conducted, one month later, to measure the long-term learning gains. Quantitative and qualitative methods were used to analyze three types of data: process data, outcome data, and follow-up data. Results from the process data showed that all students engaged in effective collaboration and became more systematic in their problem solving over time. Findings from the outcome and follow-up data showed that students in both treatment conditions, made both learning and motivational gains and that these benefits were still evident one month later. Overall, results demonstrated that the computer facilitated students' problem solving and scientific reasoning skills. Some differences were noted in students' collaboration and the amount of assistance required from the coach in both conditions. Thus, PBL is an effective learning approach with LD students in science, regardless of the type of learning environment. These results have implications for teaching science to LD students, as well as for future designs of educational software for this population.
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Mattheos, Nikos. "Developing a Problem Based Learning model for Internet-based teaching in academic oral health education." Licentiate thesis, Malmö högskola, Odontologiska fakulteten (OD), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7752.

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Problem Based Learning (PBL) has been fully or partly adopted by several medical and dental schools throughout the world, but only few attempts have been made to adjust this method to Distance Learning (DL) environments. It appears that the interaction demands of PBL could not be easily facilitated by the technologies used for DL in the past. The recent introduction of Virtual Learning Environments or Virtual Classrooms, is suggested by many as the development that could allow Distance Learning to utilise highly structured collaborative learning methods such as PBL. A literature review and two pilot studies were undertaken, in an attempt to investigate the possibility of adjusting an existing in-classroom PBL model to Internet-based environments for distance learning. There is a strong need of a conceptual theoretical framework and research results to support the function and effectiveness of distance learning in health education. Drop-out rates are still high in all kinds of distance education. Accreditation, team-work and personal contact, appear to be factors of importance for increasing motivation and minimising drop-out rates in distance learning. During the pilot studies it was evident that both postgraduate and undergraduate students were very positive towards the PBL method, as they experienced it while working over the network. However, it is very difficult to introduce inexperienced students to PBL through distance. Students? competence with computers seems to be an important factor for the success of a virtual classroom and their computer literacy has to be objectively assessed prior to any course. Significant differences were identified between in-classroom and over the Internet communication. These differences, although measured in the quantity of interaction, appear to influence the quality and depth of discussion as well. Tutor involvement was higher in the Internet discussions than the in-classroom ones. It was concluded that an entirely Internet-based PBL course is possible, if properly organised. However, such a model might constitute a compromise over the quality standards of in-classroom PBL, at least with the currently available Internet technology. A hybrid approach, which will combine personal contact with network-based interaction, might be the safest and most beneficial option right now.
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Wilkie, Margaret C. K. "Actions, attitudes and attributes : developing facilitation skills for problem-based learning." Thesis, Coventry University, 2002. http://curve.coventry.ac.uk/open/items/579668cc-9ec4-2005-ac69-eaab234c1396/1.

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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.
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Pagander, Lisa, and Jason Read. "Is Problem-Based Learning (PBL) An Effective Teaching Method? : A Study Based on Existing Research." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107712.

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Abstract The purpose of this paper is to examine the empirical research supporting the effectiveness, orineffectiveness of PBL as a teaching method. Secondly, if PBL is an effective method, what does researchsay about the relevance of PBL in connection to the Swedish secondary school curriculum. We took an indepth,critical look at the existing research to find any commonalities or any major contradictory findings.Results show that there is contradictory evidence regarding the effectiveness of PBL as a teachingmethod with the majority of support for PBL coming from the educational medicine field. Results also showthat very little research exists concerning how PBL relates to the guidelines set out in the Swedish Schoolcurriculum (GY11).After presenting the results we discuss the implications that PBL present as a teaching method, aswell as major problems encountered, and how these findings relate to the teaching profession in Sweden.Lastly, we discuss how further research could be beneficial to support the use of PBL.
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Herndon, Valerie L. s. "Changing places in teaching and learning| A qualitative study on the facilitation of problem-based learning." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242971.

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Problem-based learning is an especially useful learner-centered instructional approach in which learners collaborate within small groups to solve an authentic ill-structured problem that has no right or wrong answer. However, facilitating and designing problem-based learning can be challenging for instructors as well as instructional designers, especially for learning environments, such as the law enforcement academies, that traditionally have been designed for rote memorization and repetitive skills. The purpose of this basic qualitative research was to interview and explore instructors’ experiences and the factors instructors believed are essential for facilitating problem-based learning in their learning environment. For this study, participants were selected based on their attendance at the 2014 annual conference or by referrals from those attendees. Eleven participants met the requirements of having completed the 2-week problem-based learning instructor course sponsored by an organization dedicated to the advancement of problem-based learning in police training and had 3–5 years of facilitating problem-based learning in their learning environment. In this study, semi-structured interviews with law enforcement instructors were used to provide knowledge and insight about the challenges they experienced, such as resistance to change and instructional strategies used to overcome these challenges, as well as key elements of problem-based learning. Additionally, the findings provided instructional designers insight into how to design problem-based learning instruction using effective instructional strategies identified by participants. Moreover, participants provided instructional strategies on how to move from a teacher-centered learning environment focused on lower level skills to a student-centered learning that foster problem-solving and critical thinking skills using real-world situations. A recommendation for further research is to conduct a study on a larger sample to explore facilitators’ experiences when facilitating problem-based learning. A second recommendation calls for a study to identify ways for educators and training and development professionals to promote the benefits and value of the problem-based learning process to their agency leadership and educational institution administration. A third recommendation is to conduct a study with a targeted audience of instructional designers who have designed and developed training for the law enforcement field and who use a student-centered approach to explore further strategies used to incorporate real-world instructional methods that enhance critical thinking and problem-solving skills.

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Wong, Kin-hang, and 黃健行. "Implementation of problem-based learning in junior secondary science curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193087.

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Recent curriculum reforms in Hong Kong emphasize learning how to learn, inquiry, collaboration, and similar capabilities. Problem-based learning (PBL) seems an appropriate approach for addressing these new requirements. However, little is known about the use of PBL in secondary (middle) schools, particularly in East-Asian countries in which Confucian-heritage values influence learning approaches. Therefore, the goal of this research was to provide a systematic account of an attempt to implement PBL in Form 1 (Grade 7) Integrated Science classes. The study investigated the teachers’ pedagogical actions, the aspects of the PBL environment that helped to motivate students in science learning, their pattern of discourse for science development and the possible differences of their learning outcomes compared with PBL and conventional learning conditions. A quasi-experimental and mixed-method approach was employed to gather data from two experimental classes (n = 62) and two control classes (n = 63). Data sources included field notes of classroom observations, audio recordings of students working in small groups on their PBL problems, interviews with teachers and students, and science tests administered immediately prior to each instructional unit (pre-test), at the conclusion of each unit (post-test), and before the school term ended (delayed post-test). The study has five main findings: (1) PBL teachers used different strategies to help students who were new to PBL to adapt to the new pedagogical practice, to facilitate group confrontation, and to help students become self-directed learners. (2) Choice, challenge, control and collaboration seem to have motivated students’ learning in the PBL classrooms. (3) Disagreements about the problem situations stimulated task-related cognitive activity and resulted in academic progress. (4) Students’ questions during collaboration facilitated learning by directing their’ inquiry and expanding their thinking. (5) Science test results show that the PBL group performed at least as well as the traditional learning group in knowledge acquisition, and that PBL helped the high achievers to retain information better than their peers in the traditional learning group. The study provides valuable information that shows how PBL can work in secondary school science classrooms. Implications for future research on PBL, and its practice in secondary school science, are also outlined.
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Books on the topic "Teaching Problem-based learning"

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Ansarian, Loghman, and Mei Lin Teoh. Problem-based Language Learning and Teaching. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0941-0.

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Bohland, Mark A. Problem based learning: Mystery disease. San Luis Obispo, CA: Dandy Lion Publications, 2003.

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Bridges, Edwin M. Problem-based learning for administrators. Eugene, OR: ERIC, 1992.

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Lessons from problem-based learning. Oxford: Oxford University Press, 2010.

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Problem-based learning for teachers, grades 6-12. Boston: Allyn and Bacon, 2003.

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Problem-based learning for teachers, grades K-8. Boston: Allyn and Bacon, 2003.

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Cardoza, Clayson Zoe, and Blumberg Phyllis 1951-, eds. Real stories: Teaching cases in community health. San Francisco, CA: San Francisco State University, 2002.

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Farley, Joshua C. Ecological economics: A workbook for problem-based learning. Washington: Island Press, 2005.

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Bridges, Edwin M. Implementing problem based learning in leadership development. Eugene, Or: ERIC Clearinghouse on Educational Management, University of Oregon, 1995.

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Bridges, Edwin M. Implementing problem-based learning in leadership development. Eugene, Ore: ERIC Clearinghouse on Educational Management, University of Oregon, 1995.

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Book chapters on the topic "Teaching Problem-based learning"

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Albanese, Mark A., and Laura C. Dast. "Problem-Based Learning." In An Introduction to Medical Teaching, 57–68. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9066-6_5.

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Albanese, Mark A. "Problem-Based Learning." In An Introduction to Medical Teaching, 41–53. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3641-4_4.

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Exley, Kate, Reg Dennick, and Andrew Fisher. "Problem-based learning (PBL)." In Small Group Teaching, 115–36. Second edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429490897-7.

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Horak, Anne K., Dana L. Plowden, and Rebecca L. Brusseau. "Problem-Based Learning." In Methods & Materials for Teaching the Gifted, 325–46. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236610-21.

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Ansarian, Loghman, and Mei Lin Teoh. "Problem-Based Language Learning." In Problem-based Language Learning and Teaching, 15–24. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0941-0_2.

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Badrakalimuthu, Raja Vellingiri, Rob van Diest, Maarten Bak, and Hugo de Waal. "Problem-Based Learning and Psychiatric Education." In Teaching Psychiatry, 61–76. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470974544.ch6.

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Loyens, Sofie M. M., Paul A. Kirschner, and Fred Paas. "Problem-based learning." In APA educational psychology handbook, Vol 3: Application to learning and teaching., 403–25. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-016.

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Ansarian, Loghman, and Mei Lin Teoh. "Models in Problem-Based Learning." In Problem-based Language Learning and Teaching, 25–38. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0941-0_3.

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Beaumont, Chris, Kevin Petrie, Andrew Livingstone, Jeffery Sarmiento, Cate Watkinson, and Joanna Drugan. "Problem-based learning in Practice." In Masters Level Teaching, Learning and Assessment, 144–70. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-39937-3_9.

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Ansarian, Loghman, and Mei Lin Teoh. "Introduction." In Problem-based Language Learning and Teaching, 1–14. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0941-0_1.

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Conference papers on the topic "Teaching Problem-based learning"

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White, Lounell. "INTEGRATING FOLDSCOPES INTO PROBLEM-BASED LEARNING." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.029.

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Selçuk, Gamze Sezgin, and Mehmet Tarakçi. "Physics Teaching in Problem-Based Learning." In SIXTH INTERNATIONAL CONFERENCE OF THE BALKAN PHYSICAL UNION. AIP, 2007. http://dx.doi.org/10.1063/1.2733585.

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Humpe, Andreas, and Lars Brehm. "Problem-based learning for teaching new technologies." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125376.

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Cheng Chin and Ehsan Mesbahi. "Problem-based learning approach for martronics." In 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2012. http://dx.doi.org/10.1109/tale.2012.6360382.

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Víctor-Ortega, María Dolores, and Diego Airado-Rodríguez. "APPLICATION OF PROBLEM-BASED LEARNING TO ENGINEERING TEACHING." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2363.

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Chen, Wen-Haw. "Creative Design, Problem-Based Learning and Geometry Teaching." In 3rd Annual International Conference on Education & e-Learning (EeL 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-1814_eel13.56.

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A. North, Dr Matthew. "Teaching Introductory Data Mining using Problem-based Learning." In Annual International Conferences on Computer Science Education: Innovation and Technology. Global Science & Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/2251-2195_cseit18.

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Zhang, Shu-Yan, Ji-Ya Tian, and Juan Zhu. "Problem-based Learning Approach for the Teaching Microcontroller." In International Conference on Humanity and Social Science (ICHSS2016). WORLD SCIENTIFIC, 2017. http://dx.doi.org/10.1142/9789813208506_0049.

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White, Stephen A., and Karen J. Ousey. "Teaching Anatomy and Physiology Online Using Problem-Based Learning." In 2010 Second International Conference on Mobile, Hybrid, and On-Line Learning (ELML). IEEE, 2010. http://dx.doi.org/10.1109/elml.2010.21.

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Bahri, Nur Ayuni Shamsul, Naziha Ahmad Azli, and Narina Abu Samah. "An Exploratory Study: Problem Solving Process in a Problem/Project-Based Laboratory (PBLab) Course." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.51.

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Reports on the topic "Teaching Problem-based learning"

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Pierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, February 2001. http://dx.doi.org/10.53593/n614a.

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Kinsella, Stephen. Teaching Structuralist Economics Using Problem Based Learning and Weblogs. Bristol, UK: The Economics Network, January 2008. http://dx.doi.org/10.53593/n179a.

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Picard, Pierre. Using Problem Based Learning and a Business Game in Teaching Managerial Economics. Bristol, UK: The Economics Network, December 2002. http://dx.doi.org/10.53593/n619a.

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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