Literatura académica sobre el tema "Problem-Based Learning (PBL)"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Problem-Based Learning (PBL)".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Problem-Based Learning (PBL)"
1
YOSHIOKA, Toshimasa. "Problem-based learning (PBL) tutorial". Igaku Toshokan 51, n.º 2 (2004): 110–12. http://dx.doi.org/10.7142/igakutoshokan.51.110.
Texto completo
2
Esema, David, Evi Susari y Daniel Kurniawan. "PROBLEM-BASED LEARNING". Satya Widya 28, n.º 2 (5 de diciembre de 2012): 167. http://dx.doi.org/10.24246/j.sw.2012.v28.i2.p167-174.
Texto completoResumen
<p>Problem-Based Learning (PBL), adalah model pembelajaran yang awalnya dikembangkan di dunia pendidikan medis, namun kini telah digunakan secara luas di berbagai jenjang dan bidang pendidikan. Basis teortits dari PBL adalah kolaborativisme dan konstruktivisme. Kemitraan, keterbukaan dan kejujuran, rasa hormat, dan kepercayaan menjadi nilai-nilai yang mendasari dan sekaligus menjadi prasyarat bagi keberhasilan PBL Sintaks PBL meliputi: pengenalan dan pemahaman konsep dasar, eksplorasi fakta dan informasi relevan secara mandiri, bertukar pemahaman dalam kelompok/kelas, kesimpulan dan evaluasi. Beberapa riset mengenai PBL baik di luar maupun di dalam negeri yang dipaparkan dan dibandingkan dalam tulisan ini menunjukkan data tentang efektifitas PBL dalam kegiatan pembelajaran.</p>
3
Silva, Anielson Barbosa Da, Ana Carolina Kruta de Araújo Bispo, Danilo Goncalves Rodriguez y Francisco Ialyson Felipe Vasquez. "Problem-based learning". Revista de Gestão 25, n.º 2 (16 de abril de 2018): 160–77. http://dx.doi.org/10.1108/rege-03-2018-030.
Texto completoResumen
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.
4
Ardianti, Resti, Eko Sujarwanto y Endang Surahman. "Problem-based Learning: Apa dan Bagaimana". DIFFRACTION 3, n.º 1 (11 de enero de 2022): 27–35. http://dx.doi.org/10.37058/diffraction.v3i1.4416.
Texto completoResumen
Problem-based learning (PBL) merupakan model pembelajaran berpusat pada peserta didik yang telah banyak dikenal. Meskipun telah banyak dikenal, guru dan calon guru perlu mengetahui landasan teori PBL, karakteristik PBL, dan hal-hal yang perlu dilakukan sebelum dan saat melaksanaan model PBL. Artikel ini bertujuan untuk memaparkan landasan teori Problem-Based Learning, karakter model Problem-Based Learning, dan pelaksanaan model Problem-Based Learning. Metode yang digunakan dalam penulisan adalah kajian pustaka. Fokus kajian pada landasan teori Problem-Based Learning, karakter model Problem-Based Learning, dan pelaksanaan model Problem-Based Learning. Hasil kajian menunjukkan bahwa selain teori konstruktivisme, landasan teori bagi PBL adalah Teori Perkembangan Kognitif Piaget, Teori Dewey, Teori Bruner tentang Discovery Learningi. Sebelum melaksanakan PBL, guru perlu melatih peserta didik untuk belajar secara kooperatif.
5
Ioannou, Andri, Christina Vasiliou y Panayiotis Zaphiris. "Problem-Based Learning in Multimodal Learning Environments". Journal of Educational Computing Research 54, n.º 7 (26 de julio de 2016): 1022–40. http://dx.doi.org/10.1177/0735633116636755.
Texto completoResumen
In this study, we enhanced a problem-based learning (PBL) environment with affordable, everyday technologies that can be found in most university classrooms (e.g., projectors, tablets, students’ own smartphones, traditional paper–pencil, and Facebook). The study was conducted over a 3-year period, with 60 postgraduate learners in a human–computer interaction course, following a PBL approach to teaching and learning. First, this article contributes a detailed description of how PBL can be enacted in a multimodal, technology-rich classroom. Second, the study presents evaluation data on learners’ technology adoption experience while engaging in PBL. Overall, the participants positively endorsed the learning environment, rating their experience highly on scales of communication and interaction, reflection, perceived learning, and satisfaction. In addition, quantitative content analysis of Facebook use documented how the physical and digital tools in the environment, coupled with the capability of Facebook as a recordkeeping and communication tool, were integral part of the PBL process.
6
Handayani, Monika, Andayani Andayani y Jaka Warsihna. "Learning Clinic: Designing Problem Based Learning Student Worksheets". ABDIMAS: Jurnal Pengabdian Masyarakat 4, n.º 2 (3 de enero de 2022): 1054–58. http://dx.doi.org/10.35568/abdimas.v4i2.1266.
Texto completoResumen
In line with the implementation of the 2013 curriculum and High Order Thinking Skills (HOTS), teachers are expected to be able to design teaching materials that can facilitate critical thinking learners through investigation activities. LKPD (Lembar Kerja Peserta Didik) based on Problem Based Learning (PBL) is one way that can encourage learners to think critically and creatively to complete learning activities that occur in everyday life. The purpose of this community service activity, teachers can design LKPD based on the PBL model and apply it in learning activities. The products resulting from activities to this community are LKPD based on the PBL model. The materials used are examples of LKPD based on the PBL model and materials on steps in PBL activities that can be aligned with the material in the 2013 curriculum. The method used is the socialization of community service and implementation activities in their respective teacher classes. The result of community service activities is LKPD based on the PBL model products made by teachers and the ease of teachers in construct LKPD based on the PBL model with learning activities to be carried out. In the conclusion of this community service activity, teachers need socialization and assistance in making teaching materials such as LKPD based on the PBL model to facilitate teachers in conducting learning activities.
7
Porto, Marcelo Duarte y Marilda Marques Barbosa. "Psychoanalysis and Problem-Based Learning". International Journal for Innovation Education and Research 7, n.º 7 (31 de julio de 2019): 574–81. http://dx.doi.org/10.31686/ijier.vol7.iss7.1642.
Texto completoResumen
This paper aims to analyze possible convergences between Problem Based Learning (PBL) and Psychoanalysis. It is intended to discuss how psychoanalysis can contribute to the efficiency of PBL. This by proposing reflections on affective and unconscious aspects that PBL may be neglecting. Such aspects may become more conscious and reflected, enhancing the results obtained by the PBL. Among these we can mention: teacher-student relationship; the role of tutor and its relation to the abstinence of narcissistic enjoyment; the positive connotation that can be given to the conflict arising from doubts about the problem, among others; how to deal with always partial knowledge; how to deal with the autonomy to learn and the consequent responsibility.
8
Zhang, Weihua. "Problem Based Learning in Nursing Education". Advances in Nursing 2014 (18 de marzo de 2014): 1–5. http://dx.doi.org/10.1155/2014/125707.
Texto completoResumen
Background. McMaster University first introduced Problem Based Learning (PBL) in the mid 1960s. However, measuring the relationship between PBL for undergraduate nursing programs and students test performance has not yet been assessed in the USA. Purpose. The main purpose of this paper is to describe the effectiveness of PBL on senior student test performance on content related to PBL in a BSN program. Diabetes mellitus and renal insufficiency were taught by traditional lecture format in the previous years. This was the first year we taught this content by the problem based learning method. Method. Historical control group was used to compare the test performances between the PBL groups and the traditional group using Student’s t-test. Result. The mean of diabetes mellitus related questions missed by the PBL group was less than the traditional group (t = 4.51, and P=.00). The mean of renal insufficiency related questions missed by the PBL group was more than the traditional group (t=-6.44, and P=.00). Discussion. This study produced inconclusive findings. Factors that could be attributed to their performance will be discussed.
9
Sari, Anisa Puspita, Harizon Harizon y Muhammad Haris Effendi-Hasibuan. "The effectiveness of argumentation based learning and problem based learning models in improving student’s argumentation skills about salt hydrolysis concept". Jurnal Pendidikan Kimia 13, n.º 3 (8 de diciembre de 2021): 230–40. http://dx.doi.org/10.24114/jpkim.v13i3.29928.
Texto completoResumen
Learning model that can train students in developing their argumentative skills includes the Argumentation Based Learning (ABL) and Problem Based Learning (PBL). This study aimed to see the effectiveness of the ABL and PBL models in improving students' argumentation skills about the concept of salt hydrolysis. The study was conducted in the class XI MIA SMAN 1 Tebo Jambi with a sample consisting of two classes. Some 50 students were recruited purposively to be the participants of this study. Concurrent embedded mix method using two group pretest posttest control group design was used in this study. The results of independent t-test showed that ABL was more effective than PBL (t= 4.864; p-value=0.00 < 0.05) in improving the students' argumentation skills. This was supported by the N-gain test of ABL which was 0.82 and the N -Gain test of PBL was 0.68. The results of observations revealed that the ABL students had more intensive opportunities to debate their argumentation than those in the PBL class. This was believed as the major factor influencing the difference in the students’ argumentation skills.
10
Sudia-Robinson, Tanya y Marlene Walden. "Problem-Based Learning in the NICU". Neonatal Network 18, n.º 7 (octubre de 1999): 55–56. http://dx.doi.org/10.1891/0730-0832.18.7.55.
Texto completoResumen
PROBLEM-BASED LEARNING (PBL) is an excellent method for developing continuing-education activities for health care professionals. It provides a means of looking at a common clinical situation while examining current literature on the topic and thinking through possible courses of action and their consequences. PBL can be beneficial for new staff nurses and for nurses with years of experience in the NICU. This column examines the application of PBL in the NICU and includes a case study presented in PBL format.
Tesis sobre el tema "Problem-Based Learning (PBL)"
1
Burckhardt, Gustavo. "RPG (Roleplaying games) E PBL (Problem based learning)". Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87046.
Texto completoResumen
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.Made available in DSpace on 2012-10-21T13:51:35Z (GMT). No. of bitstreams: 1 224324.pdf: 2029980 bytes, checksum: 55cae55ad061a076412428d3f2b7e1e3 (MD5)
O ensino a distância cada vez mais está se firmando como um meio de ensino, sobretudo na sua modalidade de e-learning. Embora exista uma crescente capacidade dos computadores e da web na disseminação e acesso à informação, a metodologia de ensino-aprendizagem adotada ainda remete à similaridade com o processo formal e a relação professor-aluno de um ambiente presencial. Este fato limita a capacidade de aquisição e troca de conhecimento de comunidades virtuais. No caso de ensino isto torna-se um fator decisivo no sucesso da elaboração de uma estratégia via e-learning. O objetivo deste trabalho é especificar um modelo computacional de ensino-aprendizagem que redefine a relação aluno-professor em níveis compatíveis com a eficácia computacional das mídias e meios de comunicação. Para atingir tal objetivo, o modelo citado baseou-se nas premissas advindas das teorias de PBL e RPG. A prática do RPG é utilizada para desenvolver ambientes lúdicos que promovam a motivação, socialização e cooperação no modelo. O PBL fornece um marco teórico para centrar a aprendizagem, no ambiente lúdico, no indivíduo e no problema a ser resolvido. Aos efeitos de exemplificar o modelo proposto, são apresentados no trabalho três RPGs focados, respectivamente, na prevenção no uso de drogas, no treinamento de auditores ambientais, e na estratégia de ensino de diversos temas através de uma viagem no tempo. Distance Education each time more it is firming itself as a way of education, over all in its modality of e-learning. Although it exists an increasing capacity of the computers and web in the dissemination and access to the information, the methodology of teach-learning adopted still sends to the similarity with the formal process and the relation professor-pupil of an presencial environment. This fact limits the capacity of acquisition and exchange of knowledge of virtual communities. In the education case this becomes a decisive factor in the success of the elaboration of a strategy via e-learning. The objective of this work is to specify a computational model of teach-learning that redefines the relation pupil-professor in compatible levels with the computational effectiveness of the medias and communication medias. To reach such objective, the cited model was based on the premises of the theories of PBL and RPG. The practical one of the RPG is used to develop surrounding playful that promotes the motivation, socialization and cooperation in the model. The PBL supplies a theoretical landmark to center the learning, in the playful environment, the individual and the to be decided problem. To the effect of to exemplify the considered model, they are presented in the work three RPGs focused, respectively, in the prevention in the use of drugs, the training of ambient auditors, and in the strategy of education of diverse subjects through a trip in the time.
2
Pagander, Lisa y 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.
Texto completoResumen
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.
3
David, Iuliana. "Road Traffic Safety Problem Based Learning Module". Thesis, Linköping University, Department of Science and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14691.
Texto completoResumen
Road traffic safety has increasingly become in need of educated road safety professionals, as the number of accidents in the World Health Organization member countries exceeds one million. The profession itself is transitioning from experience based decision making to empirical, theoretical and mathematical based solutions. However, road traffic safety is a multidiscipline, crossing over many fields and requiring a high degree of communication between different institutions. There are very few institutions that provide programs in the field; furthermore, they employ traditional lecture-based teaching methods. The traditional teaching environment does not fulfill the educational needs of future traffic safety professionals due to its rigidity and lack of problem solving exercises.
An alternative method, namely problem based learning, is recommended as an alternative teaching method in this paper. The thesis is constructed in such a way as to develop a complete road traffic safety educational module at graduate and post graduate level.
The theoretical basis on which a road traffic safety module is later built is presented in the first part of the thesis. Major concepts in road traffic safety, as well as problem based learning methods are investigated. In addition, a literature review SWOT analysis based on literature is conducted.The module development consists of establishing the road traffic safety learning goals for each segment in the module, appropriate assessment criteria and group work format. The module contains gradual difficulty level problems, starting from the easiest topic and easiest format (closed ended problem) and ending with the hardest topic and hardest format (open ended problem).
The last section employs the SWOT analysis findings in the theoretical section to develop a SWOT analysis of the road traffic safety module presented in the thesis.
4
Gibbings, Peter. "Experience of problem-based learning (PBL) in virtual space : a phenomenographical study". Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26423/1/Peter_Gibbings_Thesis.pdf.
Texto completoResumen
This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space.
Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’.
Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit.
The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.
5
Gibbings, Peter. "Experience of problem-based learning (PBL) in virtual space : a phenomenographical study". Queensland University of Technology, 2008. http://eprints.qut.edu.au/26423/.
Texto completoResumen
This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space.
Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’.
Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit.
The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.
6
Borochovicius, Eli. "Avalia??o do Problem-Based Learning no curso de administra??o". Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/705.
Texto completoResumen
Made available in DSpace on 2016-04-04T18:33:08Z (GMT). No. of bitstreams: 1
Eli Borochovicius.pdf: 4590778 bytes, checksum: eb56a8aa7f7c6f6d1f754e776350cefe (MD5)
Previous issue date: 2012-12-14The Problem-Based Learning (PBL) method aims to make students capable of building their knowledge in conceptual, procedural and attitudinal ways by posing problems that will introduce them to situations designed to motivate them and prepare them for the working world. Problems are designed as simulations similar to real world challenges. Two questions were formulated: 1. When evaluating the work of the PBL method, applied to the course of business administration, can it be stated that it agrees with the theoretical assumptions of the PBL method? 2. What are the challenges to improving the PBL in the business administration course? This PBL method, used in a university in the state of S?o Paulo, in the course of business administration, led us to perform research, and specifically: 1. To evaluate the consistency between the theory and the application of method; 2. Analyze the teaching tools currently used for the development of the method, in order, to verify its effectiveness with respect to meeting the objectives outlined by PBL; 3. Identify possible changes aimed at improving the application of the method based on ideas from teachers and students. We analyze specifically the disciplines of finance, involving theoretical and mathematical concepts. To meet the proposed objectives, we use three instruments for data collection: document analysis of the pedagogical project of the course and instructional materials used for the development of PBL, interviews with all (five) teachers of the finance department, with the former director the Center for Economics and Business Administration, with the former director of the School of Management and with the acting director of the School of Management, and finally with a questionnaire given to 50 students of business administration who have already studied finance. The results indicate that there is consistency between the theory and the application of PBL in the Financial Management discipline, but there are, according to the teachers, a difficulty in the applying the PBL method in Financial Mathematics. In view of both the students and teachers, the PBL method enables the building of conceptual and attitudinal knowledge. The paper also emphasizes the difficulties with the PBL method and necessity for improvement in the application of the PBL method. We emphasize the need for some improvement in teaching practice with regard to the requirements for completing the reports made by the students; the discussion of the definition of the roles undertaken by students (leader, writer, spokesman and researchers) at the beginning of each module; the recommendation of having another second teacher working with the primary teacher in library and correcting reports, reducing the workload of the primary teacher; the panel discussion on the possibility of reversing the weights of formative and summative assessment which currently represent 40% and 60% respectively, highlighting assessment instruments which need to be reviewed. It is expected that the results of our study can be used as a source of information and improvement of the PBL
O m?todo Problem-Based Learning (PBL) tem como prop?sito tornar o aluno capaz de construir o aprendizado conceitual, procedimental e atitudinal por meio de problemas propostos que o exp?e a situa??es motivadoras e o prepara para o mundo do trabalho com simula??es pr?ximas ? realidade que enfrentar?. Duas quest?es norteadoras foram formuladas: 1. Ao se avaliar o trabalho desenvolvido a partir do m?todo PBL, aplicado no curso de Administra??o, pode-se afirmar que o mesmo est? de acordo com os pressupostos te?ricos do referido m?todo?; 2. Quais os desafios para o aprimoramento do PBL no curso de Administra??o? O referido m?todo, utilizado em uma universidade do interior do estado de S?o Paulo, no curso de Administra??o, nos motivou a realizar a pesquisa, e especificamente: 1. Avaliar a coer?ncia entre os pressupostos te?ricos e a aplica??o do m?todo; 2. Analisar os instrumentos did?ticos atualmente empregados para o desenvolvimento do m?todo, com a finalidade de verificar sua efici?ncia no que tange ao cumprimento dos objetivos tra?ados pelo PBL; 3. Identificar poss?veis mudan?as visando o aprimoramento da aplica??o do m?todo a partir das concep??es de docentes e discentes. Analisamos, especificamente, as disciplinas de finan?as, que envolvem conceitos te?ricos e matem?ticos. Para responder aos objetivos propostos, utilizamos tr?s instrumentos na coleta de dados: an?lise documental do Projeto Pedag?gico do curso e de materiais instrucionais utilizados para o desenvolvimento do PBL; entrevistas com todos os professores (cinco) do grupo de finan?as, com o ex-diretor do Centro de Economia e Administra??o, com o ex-diretor da Faculdade de Administra??o e com o diretor em exerc?cio da Faculdade de Administra??o; e aplica??o de question?rio com 50 alunos do curso de Administra??o que j? cursaram a disciplina de finan?as. Os resultados obtidos indicam que h? coer?ncia entre os pressupostos te?ricos e a aplica??o do PBL na disciplina de Administra??o Financeira, mas h?, segundo os docentes, uma dificuldade na aplica??o do referido m?todo na disciplina de Matem?tica Financeira. Na vis?o dos alunos e docentes o m?todo propicia a constru??o de conhecimentos conceituais e atitudinais. O trabalho enfatiza, ainda, as dificuldades e necessidades de aprimoramento na aplica??o do referido m?todo. Destacamos a necessidade de alguns aprimoramentos na pr?tica docente no que se refere ?s exig?ncias de preenchimento dos relat?rios realizados pelos alunos; ? discuss?o da defini??o dos pap?is desenvolvidos pelos alunos (l?der, redator, porta-voz e pesquisadores) no in?cio de cada m?dulo; ? recomenda??o de se ter um segundo docente trabalhando em conjunto em biblioteca e corrigindo os relat?rios, reduzindo a carga de trabalho do professor titular; ? discuss?o do grupo sobre a possibilidade de se inverter os pesos da avalia??o formativa e somativa que hoje representam 40% e 60% respectivamente, salientando que os instrumentos de avalia??o precisam ser revistos. ? esperado que os resultados obtidos possam servir como fonte de informa??o e de aprimoramento do uso do m?todo PBL em cursos do ensino superior, em especial, no curso de Administra??o.
7
Imafuku, Rintarō y 今福輪太郎. "Cultural dimensions of Japanese students' participation in PBL tutorials". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50533812.
Texto completoResumen
Problem-based learning (PBL) is a learner-centred approach “that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem” (Savery, 2006, p. 12). Thus, the PBL classes differ pedagogically from traditional teacher-led classes. This learner-centred pedagogy, which was originally developed in medical education at a Canadian university in the late 1960s, was first incorporated into a tertiary-level curriculum in Japan in 1990. Since its initiation, 75 Japanese medical schools (94%) have adopted the PBL approach in their curriculum. Notwithstanding the great interest in using PBL in Japanese medical education, there is little qualitative research on the cultural dimensions of students’ participation in PBL tutorials.
This study explored these issues by providing a close examination of classroom discourse and students’ introspection on their learning in PBL tutorials. In this qualitative case study, nine focal students and 36 of their group members, all of whom were first-year undergraduate students at a Japanese university, were selected as the main research participants. Data were collected over an entire academic year through classroom observations, video-recordings of PBL tutorials and interviews. Analysis of the classroom interactions involved the application of classroom discourse analysis (Eggins & Slade, 1997; Sinclair & Coulthard, 1975; Tsui, 1994). Moreover, interview data were analyzed by following a Grounded Theory approach (Strauss & Corbin, 1998) to provide further insights into their changing thoughts during their ongoing participation.
Grounded in the notion of community of practice (Lave & Wenger, 1991; Wenger, 1998), this study examined the cultural dimensions of Japanese students’ participation in PBL tutorials. In particular, it focused on gaining a better understanding of what they actually do in the discussions, identifying factors mediating their participation and examining the relationships between their actual engagement and thoughts in the tutorials. In this study, there was considerable variation amongst the Japanese students in the ways they participated in and responded to PBL practices. Furthermore, this study demonstrated that their participation was mediated by their cultural assumptions, recognition of competence, negotiation of power relations and identity formation as a group member in the social context of PBL tutorials. Therefore, Japanese students cannot simply be categorized into quiet, passive and dependent learners. Rather, their ongoing participation in PBL tutorials is situated in the specific cultural context. The findings suggest that exploring the cultural dimensions of students’ participation and negotiation of identities, power relations and competence provides a broad view of their learning, including their ways of knowing, doing and being a member in a context of student-centered classroom.
This study concluded that the inquiry into Japanese students’ participation contributed to our understanding of the processes of students’ learning and the social and cultural factors mediating their participation in a new classroom community. In particular, the mere adoption of a certain approach of learning will not bring about positive learning outcomes. It should be noted that students’ participation in a new classroom context involves complex, dynamic, social and cultural processes.published_or_final_version
Education
Doctoral
Doctor of Philosophy
8
Chesani, Fabíola Hermes. "Limites e possibilidade do Problem Based Learning (PBL) na formação do fisioterapeuta". reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/129467.
Texto completoResumen
Tese (doutorado) - Universidade Federal de Santa Catarina, Programa de Pós-Graduação em Educação Científica e Tecnológica, Florianópolis, 2014.Made available in DSpace on 2015-02-05T21:07:56Z (GMT). No. of bitstreams: 1 328432.pdf: 1989373 bytes, checksum: 12bdd5d29aca663aef22fb9c5f901f69 (MD5) Previous issue date: 2014
A atuação docente tanto no Brasil quanto em Portugal necessita de mudanças de paradigmas quanto aos modelos pedagógicos e à concepção em saúde, uma vez que o conhecimento na área da saúde pode ser construído partindo da lógica de uma pedagogia centrada no professor, bem como da lógica de uma pedagogia em que há uma interrelação entre professor e aluno. Na saúde destaca-se a necessidade de superação de modelos centrados na doença em direção aos modelos centrados na saúde. Entendemos que a superação deste modelo biomédico para o modelo integral em saúde pode acontecer diante de uma prática pedagógica problematizadora, sendo essencial a investigação sobre as metodologias elencadas neste processo. As metodologias ativas de ensino que se propõem problematizadoras são a Metodologia Problematizadora - Teoria do Arco de Maguerez e o Problem Based Learning (PBL). Neste contexto o objetivo geral deste estudo foi investigar os limites e as possibilidades do PBL na formação do fisioterapeuta. Especificamente propomos: vivenciar um modelo curricular que adota o PBL de forma integral, conhecer e refletir sobre a percepção dos discentes e docentes neste modelo integral e colaborar acerca das possíveis contribuições no ensino superior em Fisioterapia. O método utilizado foi de natureza qualitativa e na forma de um estudo de caso. Os dados foram coletados no curso de Fisioterapia na Escola Superior de Tecnologia em Saúde do Porto, em Portugal, e os participantes desta pesquisa foram os docentes e discentes do curso. As técnicas de coleta de dados foram: entrevistas, questionários e observações em sala de aula. Os dados coletados foram analisados por meio da Análise do Conteúdo e posteriormente triangulados. As questões que nortearam as entrevistas e os questionários foram divididas em três blocos temáticos e posteriormente separados em categorias e subcategorias. Os três blocos temáticos definidos a priori foram sobre a concepção do processo saúde doença, percepção do PBL e enfoque do currículo. No bloco temático "concepção em saúde" emergiram quatro categorias: saúde como ausência de doença, saúde como bem estar, saúde relacionada aos determinantes sociais e percepção do sujeito. No bloco temático "percepção do PBL" emergiram duas categorias, aprendizagem e interdisciplinaridade. Na categoria "aprendizagem" emergiram cinco subcategorias: bases teóricas, relação teoria e prática, tempo de estudo, estudo independente e trabalho em grupo. Na categoria "interdisciplinaridade" surgiu uma subcategoria a equipe multidisciplinar.Da categoria "enfoque do currículo" apontaram duas subcategorias: enfase reabilitadora e promoção da saúde a população. Em seguida propomos possíveis contribuições para o ensino superior em Fisioterapia através da formação continuada dos professores, apontando cinco possibilidades metodológicas: rodas de discussão, círculo de cultura de Paulo Freire, rede docente de fisioterapeuta de SC ou de Portugal, serviço de apoio ao docente e o Arco de Maguerez. Também propomos uma projeção de trabalho que leve em consideração os aspectos metodológicos pedagógicos e os conteúdos de ensino que abordem a saúde no seu contexto integral. Por fim, indicamos como limites do PBL na formação do fisioterapeuta a percepção do processo saúde-doença, a falta de bases teóricas, falta de participação dos alunos, diferença de personalidades e estudo individualizado. As potencialidades identificadas foram: boa comunicação, trabalho em conjunto promovendo habilidades profissionais, interajuda e a discussão de assuntos, como a integração dos conteúdos, o estudo independente. Este trabalho aponta indícios de que nas formações investigadas o PBL possui mais limites do que possibilidades no que se refere a formação de um profissional mais crítico, reflexivo e humanista. Ainda reconhecemos a possibilidade do PBL enquanto prática pedagógica em prol de uma formação mais humana e crítica, desde que seja vivenciado enquano método ativo de ensino nos moldes apontados na literatura.
Abstract : The faculty action both in Brazil and in Portugal require paradigm shifts as pedagogical modeling and conception in health, since knowledge in healthcare can be built based on the logic of a teacher -centered pedagogy, as well as the logic a pedagogy in which the is an interrelationship between teacher and student. In health there is the overcoming of models centered on the disease toward models centered on health. We understand that overcoming this integral model for biomedical health model only happens before a problem- pedagogical practice, research on the methodologies listed in this process is essential. Active teaching methodologies that purport problematizing are problematical Methodology - Theory of Arch Maguerez and Problem Based Learning (PBL). In this context the aim of this study was to investigate the limits and possibilities of PBL in the education of physiotherapists. Specifically we propose: experience a curriculum model that adopts the PBL holistically, learn and reflect on the perception of students and teachers in this integrated model and collaborate on possible contributions to higher education in Physiotherapy. The method used was qualitative in nature and as a case study. Data were collected in the course of physiotherapy in the School of Health Technology of Porto, in Portugal, and the participants in this study were teachers and students of the course. The techniques of data collection were interviews, questionnaires and observations in the classroom. The collected data were analyzed by analysis of Content and later triangulate. The questions that guided the interviews and the questionnaires were divided into three thematic blocks and subsequently separated into categories and subcategories. The three thematic blocks were found on the conception of health-disease process, perception and focus of the PBL curriculum. In thematic block "conception of health" emerged four categories: health as absence of disease, health and wellness, health related to social determinants and perception of the subject. In thematic block "perception of PBL" fell into two categories, learning and interdisciplinarity. In the category "learning" emerged four subcategories: theoretical, theory and practice relationship, study time, independent study and group work. In category "interdisciplinarity" a subcategory emerged interdisciplinary team. In category "curricular approach" showed two subcategories: rehabilitative emphasis and promotion of population health. Then we propose possible contributions to higher education in Physiotherapy through continued training of teachers, pointing five methodological possibilities: discussion groups,crop circle of Paulo Freire, teaching network of physiotherapist SC or Portugal, to support the teaching service and arch Maguerez. We also propose a projection of work that takes into account the pedagogical and methodological aspects of the teaching contents to address the health in its full context. Finally, we set limits on the PBL training physical therapists' perceptions of the health- disease process, the lack of theoretical bases, lack of student participation, differences in personalities and individual study. The potentials were identified: good communication, working together to promote professional skills, mutual aid and discussing issues such as the integration of content, independent study. This work shows evidence that the configurations investigated PBL has more limits than possibilities as regards the formation of a more critical, reflective and humanistic professional. Still, we recognize the possibility of PBL as a teaching practice towards a more humane and critical training, since that is experienced while active teaching method in the manner indicated in the literature.
9
Cavalcante, Ana Neiline. "AnÃlise da ProduÃÃo BibliogrÃfica sobre Problem-Based Learning (PBL) em quatro periÃdicos selecionados". Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17220.
Texto completoResumen
nÃo hÃO presente trabalho se trata de uma revisÃo integrativa com o objetivo de analisar as caracterÃsticas bibliomÃtricas da produÃÃo cientÃfica empÃrica sobre PBL em periÃdicos de referÃncia em EducaÃÃo MÃdica no Brasil e no Mundo de 2005 a 2014, e recomendar direcionamentos para futuras pesquisas. Dos artigos do corpus, foram extraÃdos os seguintes dados: Ano de PublicaÃÃo, CenÃrio do Estudo, Objetivos do Estudo, Tipo de Estudo, Principais ConclusÃes e Diretrizes para Pesquisas Futuras assinaladas pelos autores. No que concerne aos artigos publicados nos trÃs periÃdicos internacionais, observamos que tiveram por cenÃrio Escolas MÃdicas de todos os continentes, sendo que n=6 estudos eram multicÃntricos. Quando analisamos os dados referentes à distribuiÃÃo dos estudos nacionais entre os Estados, podemos ver que os mesmos se concentram nas regiÃes Sul e Sudeste. No que se refere aos objetivos dos estudos analisados, observamos que hà uma predominÃncia na busca da efetividade do PBL, ou seja, nos resultados, em termos de desempenho, seja na formaÃÃo ou na prÃtica mÃdica, dos alunos que sÃo submetidos a esse mÃtodo, e em termos de comparaÃÃo entre esses resultados e aqueles obtidos com os mÃtodos tradicionais. Quanto à tendÃncia da quantidade de artigos sobre PBL publicados nos Ãltimos 10 anos, observamos uma significativa reduÃÃo da quantidade de artigos publicados nos trÃs periÃdicos internacionais de 2005 a 2010. No caso do periÃdico nacional, nossos dados sugerem que a produÃÃo cientÃfica sobre PBL no Brasil ainda à incipiente. No que se refere aos mÃtodos de pesquisa utilizados nos estudos publicados nos quatro periÃdicos selecionados, observamos a predominÃncia dos mÃtodos quantitativos, com predomÃnio do Survey (n=26). As principais conclusÃes dos estudos seguem a mesma linha dos objetivos. Elas mostram os resultados positivos do PBL tanto na formaÃÃo mÃdica quanto em suas repercussÃes para a prÃtica profissional. Quanto Ãs diretrizes para futuras pesquisas, vemos que hà uma inclinaÃÃo para a realizaÃÃo de mais estudos que investiguem a efetividade do PBL, assim como mais estudos comparativos. Em conclusÃo podemos dizer que a pesquisa sobre PBL ainda à incipiente, ainda precisamos avanÃar na realizaÃÃo de mais estudos que busquem responder a questÃes mais teorico-metodolÃgicas e epistemolÃgicas do mÃtodo. Sem deixar de observar a qualidade das pesquisas que estÃo sendo realizadas, pois quanto mais qualidade tiverem melhor irÃo subsidiar a tomada de decisÃes. Um dado bem promissor à o PBL tem despertado o interesse de pesquisadores mundo fora. Isso mostra que o mÃtodo, apesar de seus rigorosos passos, pode se adaptar a diversas culturas e contatos educacionais diferentes. No entanto, nÃo podemos deixar de citar as limitaÃÃes desse estudo, visto que, para viabilizar a pesquisa, tivemos que reduzir as buscas a alguns periÃdicos, alÃm de fazer um corte temporal de 10 anos. Dessa forma recomenda-se a realizaÃÃo de pesquisa que englobem mais periÃdicos e em um espaÃo de tempo maior. Assim serà possÃvel se traÃar um panorama mais completo das publicaÃÃes sobre PBL.
The present study is an integrative review. The aim was analyze the bibliometric characteristics of empirical scientific literature on PBL in reference journals in medical education in Brazil and in the world from 2005 to 2014, and recommend directions for future research. The following data were extracted: Publication Year, Study Scenario Study Goals, Study Type, Key Findings and Directions for Future Research indicated by the authors. Regarding the articles published in three international journals, we found that had the Medical Schools scenario from all continents, where n = 6 studies were multicentric. when we analyze the data on the distribution of national studies among states, we can see that they are concentrated in the South and Southeast. As regards the objectives of the studies analyzed, we observed that there is a predominance in the pursuit of effectiveness of PBL, ie the results in terms of performance, whether in training or medical practice, students who are subjected to this method, and in terms of comparison between these results and those obtained with traditional methods. As the trend in the number of articles on PBL published in the last 10 years, we observed a significant reduction in the number of articles published in three international journals from 2005 to 2010. In the case of national periodical, our data suggest that the scientific literature on PBL in Brazil it is still incipient. As regards the research methods used in the studies published in the four selected journals, noted the predominance of quantitative methods, with a predominance of Survey (n = 26). The main conclusions of the studies follow the same line of goals. They show the positive results of both PBL in medical education and in their implications for professional practice. The guidelines for future research, we see that there is an inclination to carry out further studies to investigate the effectiveness of PBL, as well as more comparative studies. In conclusion we can say that research on PBL is still in its infancy, we still need to move forward in further studies that seek to answer more theoretical and methodological issues and epistemological method. While observing the quality of research being carried out, because the more quality have better will support decision-making. A very promising given is the PBL has aroused the interest of researchers outside world. This shows that the method, despite its rigorous steps, can adapt to different cultures and different educational contacts. However, we can not fail to mention the limitations of this study, since, to enable the research we had to reduce the search to some journals, in addition to a temporary cut of 10 years. Thus it is recommended to conduct research covering more regular and a long space. So it will be possible to draw a more complete picture of publications on PBL.
10
Silva, Carmen Eliana da. "Estudo da aplicação do Problem Based Learning (PBL) no ensino superior de contabilidade". Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/1610.
Texto completoResumen
Made available in DSpace on 2016-04-25T18:40:12Z (GMT). No. of bitstreams: 1
Carmen Eliana da Silva.pdf: 1553615 bytes, checksum: 58ae844f856e021128c30adff6e5bcd3 (MD5)
Previous issue date: 2015-10-01The constant change in the accounting area alongside with the technological evolution have brought about an improvement necessity for methods and techniques, which shall be helpful with the process of inserting students on the job market and also enabling them to have a wider view of the business world by developing the capacity to apply it on their professional lives. In this Scenario the Problem Based Learning PBL method was studied and applied on classes for the subjects Prática contábil informatizada I and II within the Accounting Course of the private college Estácio Europan in Cotia, São Paulo. The PBL was applied for students enrolled in the 4th semester in 2014 and in the 5th semester in 2015.The objective is to test whether this method is well received by students in class, considering that it is student based, differently from the traditional ones. This case was elaborated based on the real needs of a small company, considering a questionnaire developed with Sebrae s information about the reasons for a company to go out of business and the 7 sins of smalls companiesby José Carlos Marion; therefore the students have applied the method considering the identified problems. Further to that they answered a survey regarding the acquired knowledge and the applied method. The results obtained were compared by the means of a Chi-Square (where equal proportions were expected), which allowed to be identified that most of the students have considered the strategy as positive and motivating regarding their learning process and also that they were able to achieve the aimed objective, which means, the acquisition of knowledge upon the subject taught and the theory through the practice experienced by the method. The aforementioned results identify the acceptance of the applied method
Com as mudanças constantes na área Contábil e a evolução tecnológica, surge a necessidade do aperfeiçoamento de métodos e técnicas que possam inserir os estudantes no mercado de trabalho de forma que tenham uma visão abrangente do mundo dos negócios e desenvolvam capacidade para aplicar na vida profissional. Neste cenário, o método Problem Based Learning PBL (aprendizado baseado em problemas) foi estudado e aplicado nas aulas das disciplinas prática contábil informatizada I e II do curso de ciências contábeis, na faculdade privada Estácio Europan, em Cotia, São Paulo, para os alunos do 4º semestre de 2014 e 5º semestre de 2015. Oobjetivo é testar se este método é bem aceito pelos alunos em sala de aula, uma vez que ele é centrado no aluno, diferentemente dos métodos tradicionais. O caso foi elaborado tendo como base necessidades reais de uma empresa de pequeno porte, baseado em questionário desenvolvido com informações do Sebrae sobre causa mortis das empresas e os 7 pecados das pequenas empresas, por José Carlos Marion. Com base nos problemas identificados, os alunos aplicaram o método. Ao final, eles responderam a um questionário referente aos conhecimentos adquiridos e o método aplicado. Os resultados obtidos comparados por meio de um Qui-quadrado (proporções esperadas iguais) permitiu identificar que a maioria dos alunos considerou a estratégia como positiva e motivadorapara a sua aprendizagem e que alcançaram os objetivos almejados, ou seja, o conhecimento mediante os conteúdos ministrados, da teoria com a prática vivenciada pelo método. A referida resposta identifica a aceitação do método aplicado
Libros sobre el tema "Problem-Based Learning (PBL)"
1
Barnett, Jo. Problem based learning (PBL) in the arts and humanities. Manchester: University of Manchester, 1999.
Buscar texto completo
2
universitet, Aalborg, ed. Visions, challenges and strategies: PBL principles and methodologies in a Danish and global perspective. Aalborg: Aalborg University Press, 2013.
Buscar texto completo
3
R, Woods Donald. Problem based learning: resources to gain the most from PBL. 2a ed. Hamilton: McMaster University, 1997.
Buscar texto completo
4
Camp, Gwendie. A guide to the development of PBL cases. [s.l.]: [Mississipi State U. College of Veterinary Medicine?], 1993.
Buscar texto completo
5
Robinson, Mardie. What box?: Creating a PBL program : the story of Star Lane Center. Casper, WY: Star Lane Center, 2003.
Buscar texto completo
6
Andrup, Sissel. Fagbibliotekets rolle i problembasert læring (PBL). Oslo: Riksbibliotektjenesten, 1995.
Buscar texto completo
7
Libby, Miles y Peters C. B, eds. The practice of problem-based learning: A guide to implementing PBL in the college classroom. Bolton, Mass: Anker Pub. Co., 2006.
Buscar texto completo
8
Miyan, Jaleel. Problem-based learning: A personal view and conference report : (PBL: The Way Forward, Montreal 6-11 July 1999). Manchester: Enterprise Centre for Learning and Curriculum Innovation, 1999.
Buscar texto completo
9
PBL Conference '92 (1992 : Sydney, Australia). Research and development in problem based learning.: Selected papers presented at PBL Conference '92, the first bi-annual conference of the Australian Problem Based Learning Network, held at The Womens College, The University of Sydney, Australia, 6th-8th December, 1992. Campbelltown, N.S.W., Australia: Australian Problem Based Learning Network, 1993.
Buscar texto completo
10
PBL, Conference '94 (1994 Newcastle N. S. W. Australia). Research and development in problem based learning.: Proceedings of the PBL Conference '94. The second bi-annual conference jointly organised by the Australian Problem Based Learning Network and The Faculty of Architecture at Newcastle University. 3-6 July 1994. Campbelltown, N.S.W., Australia: Australian Problem Based Learning Network, 1994.
Buscar texto completoCapítulos de libros sobre el tema "Problem-Based Learning (PBL)"
1
Pepper, Coral. "Problem-Based Learning (PBL)". En Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_128-2.
Texto completo
2
Pepper, Coral. "Problem-Based Learning (PBL)". En Encyclopedia of Science Education, 795–96. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_128.
Texto completo
3
Exley, Kate, Reg Dennick y Andrew Fisher. "Problem-based learning (PBL)". En Small Group Teaching, 115–36. Second edition. | New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429490897-7.
Texto completo
4
Kek, Megan Yih Chyn A. y Henk Huijser. "Assessing Agile PBL". En Problem-based Learning into the Future, 79–104. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2454-2_5.
Texto completo
5
Li, Huichun. "Basic Understandings of PBL". En Educational Change Towards Problem Based Learning, 15–31. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003357230-2.
Texto completo
6
Li, Huichun. "Interpretations of PBL Implementation". En Educational Change Towards Problem Based Learning, 125–48. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003357230-7.
Texto completo
7
Li, Huichun. "PBL Implementation at X University". En Educational Change Towards Problem Based Learning, 61–85. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003357230-5.
Texto completo
8
Li, Huichun. "Management of the Change to PBL". En Educational Change Towards Problem Based Learning, 161–67. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003357230-9.
Texto completo
9
Li, Huichun. "Motivation for the Change to PBL". En Educational Change Towards Problem Based Learning, 149–59. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003357230-8.
Texto completo
10
Ge, Xun y Kun Huang. "Designing Online Learning Environments to Support Problem-Based Learning". En Handbook of Open, Distance and Digital Education, 1–18. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_76-1.
Texto completoResumen
AbstractProblem-based learning (PBL) represents an instructional approach through which learning is gained by investigating, negotiating, and resolving meaningful problems. PBL can be challenging to implement, and the online learning ecology adds another layer of challenges as it demands effective interactions between pedagogy and technology. To inform the design of online learning environments to support PBL, this chapter presents a practical pedagogical framework to support four key aspects of PBL implementation: (1) preparation and planning, (2) design and development, (3) implementation and facilitation, and (4) assessment. Strategies, tools, and examples were drawn from the literature to address each aspect.
Actas de conferencias sobre el tema "Problem-Based Learning (PBL)"
1
Johari, Muhd Khudri y Nur Zaimah Jamil. "Problem-Based Learning (PBL) during Online Teaching". En International Academic Symposium of Social Science. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/proceedings2022082092.
Texto completo
2
Galiana, Laura. "A first experience with Problem-based learning in a course of Psychometrics". En Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9448.
Texto completoResumen
The aim of this study was to to describe students’ perceptions on problem-based learning (PBL) when applied in a course of Psychometrics. 34 students participated in the course. Activities were conducted in groups of three students during two sessions of two hours each, and included the traditional steps in the PBL tutorial process. Participants were surveyed on their perceptions on PBL, acquisition of competences in PBL vs Traditional learning, and will to use PBL methodology in the future. Results pointed that students’ perceived PBL could help them to improve group work and problem resolution. Students preferred PBL methodology to acquire responsibility for learning, work with groups and conflicts, acquire a receptive attitude, and skills related to share information and learn from others. Finally, around 60% of the students expressed their will to take more courses (either Psycometrics or other courses) using PBL. These findings are a starting point to use the PBL methodology in other contexts different to the medical education. Specifically for Psychometrics teachers, it is of importance to rely in a methodology that provides students satisfaction, will to repeat, while acquiring the contents of the cours and general competences.
3
Chen, Xiaolin. "Longitudinal Integration of Problem Based Learning Into Undergraduate Mechanical Engineering Courses". En ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68319.
Texto completoResumen
Problem-based learning (PBL) has long been recognized as an effective way to engage students in active learning. Problems are those students will finally encounter in their professional lives. Incorporating PBL into undergraduate education can motivate students to acquire knowledge and skills by tackling problems and not just to pass exams. In engineering, a common form of PBL is through course projects. Students work in teams to explore real-world problems and make presentations to share what they have learned. In practice, however, it often becomes a challenge to fully exploit the benefits of PBL in a single course because of the time constraints enforced in the curriculum. This paper describes an educational experience to longitudinally integrate PBL into several upper-division mechanical engineering courses. The goal of this PBL experimentation is to let students thoroughly research and study different aspects of a real-world problem. This is achieved by modularizing the problem and embedding the PBL modules into a series of courses. A case study will be presented to exemplify the use of modularized PBL to help cumulatively develop students’ capability in mechanical system modeling, simulation, analysis and design through several courses. The students involved are mechanical engineering undergraduates that are taking engineering analysis, dynamic systems, and computer-aided engineering courses. To conclude, student feedback and discussions on assessment strategies will be given. The modularized PBL can be a good way to mirror industrial practice in real-world engineering problem solving and to enrich students learning experience.
4
Hamburg, Ileana y Gabriel Vladut. "PBL - Problem Based Learning for Companies and Clusters". En CIT2016. Congreso de Ingeniería del Transporte. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/cit2016.2016.4261.
Texto completoResumen
Small and medium sized companies (SMEs) assure economic growth in Europe. Generally many SMEs are struggling to survive in an ongoing global recession and often they are becoming reluctant to release or pay for staff training. In this paper we present shortly the learning methods in SMEs particularly the Problem Based Learning (PBL) as an efficient form for SMEs and entrepreneurship education. In the field of Urban Logistics it was developed four Clusters with potential of innovation and research in four European Regions: Tuscany - Italy, Valencia - Spain, Lisbon and Tagus - Portugal, Oltenia – Romania. Training and mentoring for SMEs, are essential to create competitiveness. Information and communication technologies (ICT) support the tutors by using an ICT platform which is in the development.DOI: http://dx.doi.org/10.4995/CIT2016.2016.4261
5
Hunt, Emily M., Pamela Lockwood-Cooke y Paul Fisher. "A Practical Approach for Problem-Based Learning in Engineering". En ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42088.
Texto completoResumen
Problem-based Learning (PBL) is a motivating, problem-centered teaching method with exciting potential in engineering education. PBL can be used in engineering education to bridge the gap between theory and practice in a gradual way. The most common problem encountered when attempting to integrate PBL into the undergraduate engineering classroom is the time requirement to complete a significant, useful problem. Because PBL has such potential in engineering, mathematics, and science education, professors from engineering, mathematics, and physics have joined together to solve small pieces of a large engineering problem concurrently in an effort to reduce the time required to solve a complex problem in any one class. This is a pilot project for a National Science Foundation (NSF) supported Science Talent Expansion Program (STEP) grant entitled Increasing Numbers, Connections, and Retention in Science and Engineering (INCRSE) (NSF 0622442). The students involved are undergraduate mechanical engineering students that are co-enrolled in Engineering Statics, Calculus II, and Engineering Physics I. These classes are linked using PBL to increase both student engagement and success. The problem addresses concepts taught in class, reinforces connections among the courses, and provides real-world applications. Student, faculty, and industry assessment of the problem reveals a mutually beneficial experience that provides a link for students between in-class concepts and real-world application. This method of problem-based learning provides a practical application that can be used in engineering curricula.
6
Sirait, Dita Eka Pratiwi, Charles Fransiscus Ambarita y Rotua T. S. Simanullang. "Development of Entrepreneurship Learning Media Based on Problem-Based Learning (PBL)". En 2nd International Conference of Strategic Issues on Economics, Business and, Education (ICoSIEBE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220104.037.
Texto completo
7
Khanna, Sanjeev K., Robert A. Winholtz, David H. Jonassen, Andrew Tawfik y Holly Henry. "Effectiveness of Introducing Problem Based Learning in the Undergraduate Engineering Curriculum". En ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89559.
Texto completoResumen
Problem solving is the primary intellectual activity of engineers. Therefore, enhancing problem-solving skills is essential for preparing engineering students for practice in the profession. A powerful approach for enhancing problem-solving skills is the problem-based learning (PBL) method. This paper presents the design and construction of a PBL-based course in materials science at the junior level in a mechanical & aerospace engineering (MAE) department. We assess the ability of a PBL course based on longer complex problems to enable students to learn both fundamental knowledge of the subject matter and also problem solving skills and contrast it with outcomes in a traditional lecture based course. The issues and challenges faced in assessing and implementing PBL are discussed.
8
Cuadrado, Isabel y Andreea A. Constantin. "A Problem-Based Learning Implementation to a Psychology Course in Higher Education". En Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12897.
Texto completoResumen
The present work describes a Problem-Based Learning (PBL) activity implemented in an undergraduate course of Psychology of Groups. Additionally, considering the findings on the effects of PBL on cognitive and motivational components, we also explored the effect of the PBL activity on students’ information processing strategies and intrinsic motivation using a pre-post design. Only 28 students (25% men) completed the measures at both point times (pre and post-activity). Although no significant pre-post differences was found for any of the measured variables, the observed trend of change revealed mixed results. While for some cognitive strategies (e.g., critical thinking, information management, information transference) a trend towards improvement could be observed between the pre-post phases, for strategies of information elaboration and information acquisition the trend was reversed. Despite the non significant results, the present work contributes to the field of research on PBL in higher education by describing and testing the effects of a PBL activity implemented in a social discipline, a field in which PBL implementation is rather scarce.
9
Massa, Nicholas, Richard Audet, Judith Donnelly, Fenna Hanes y Marijke Kehrhahn. "PHOTON PBL: Problem-Based Learning in Photonics Technology Education". En Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2007. http://dx.doi.org/10.1364/etop.2007.emc1.
Texto completo
10
Massa, Nicholas, Richard Audet, Judith Donnelly, Fenna Hanes y Marijke Kehrhahn. "PHOTON PBL: problem-based learning in photonics technology education". En Tenth International Topical Meeting on Education and Training in Optics and Photonics, editado por Marc Nantel. SPIE, 2015. http://dx.doi.org/10.1117/12.2207514.
Texto completoInformes sobre el tema "Problem-Based Learning (PBL)"
1
Forsythe, Frank P. Using Problem Based Learning (PBL) to Teach Economics. Bristol, UK: The Economics Network, octubre de 2001. http://dx.doi.org/10.53593/n204a.
Texto completo
2
Sedgwick, John. Using Problem Based Learning (PBL) to teach Industrial Economics. Bristol, UK: The Economics Network, enero de 2007. http://dx.doi.org/10.53593/n598a.
Texto completo
3
Cao, Huantian, Martha Carper, Kelly Cobb, Jillian Silverman y Shameeka Jelenewicz. Applying Problem-Based Learning (PBL) Strategy to Strengthen Sustainability Education in Textile and Apparel Curriculum. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-278.
Texto completo
4
Zachry, Anne, J. Flick y 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.
Texto completoResumen
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.