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Applying real-life problem-solving learning methodologies to train entrepreneurship students in the raw materials sector
Published in Zoltán Bartha, Tekla Szép, Katalin Lipták, Dóra Szendi, Entrepreneurship in the Raw Materials Sector, 2022
A. Arroyo Muñoz, J. Mendibil Eguiluz
In the last 15 years, we have observed an evolution and revolution in education methods for different ages: from school to HEI. Current trends on education are based on Problem Based Learning (PBL) method. Since PBL origins (back in the late 60s, there has been a lot of literature on the subject. The most common approaches currently used to integrate theory with practice are the case method, internships, and problem-based learning (PBL), being the latest the best one to adapt to a practical learning context (Perusso and Baaken 2020). In LIMBRA Problem-Based Learning (PBL) is a teaching method in which problems/challenges are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Utecht 2003).
Smart Learning Solutions for Combating COVID-19
Published in Mohamed Lahby, Utku Kose, Akash Kumar Bhoi, Explainable Artificial Intelligence for Smart Cities, 2021
In project-based learning (PBL) students works independently or in groups to solve problems that are authentic, curriculum-based, and often interdisciplinary (Kokotsaki et al., 2016). PBL is an active student-centric approach that engages students in an investigation of authentic problems. PBL motivates learners to select a specific problem as well as to decide specific approaches and methodologies to solve it under the guidance of a teacher (Blumenfeld et al., 1991). To achieve these goals students gather information from a variety of sources and synthesize, analyze, and derive knowledge from it thereby making this strategy a very effective tool for knowledge integration. Towards the end of the project, students get a chance to demonstrate their newly acquired knowledge followed by an evaluation of how much they’ve learned and how well they can communicate it. PBL is an excellent way of learning by experience. During the entire process of PBL, students develop skills of self-learning, collaboration, communication, goal-setting, constructive investigations, and reflection (Scarbrough et al., 2004). In addition to learning core content and getting awareness, students also learn to solve complex global issues by breaking them into smaller, easily achievable steps (Solomon, 2003).
Blended learning
Published in Ataur Rahman, Vojislav Ilic, Blended Learning in Engineering Education, 2018
Problem-based learning (PBL), another type of active learning, provides students with a real problem to solve. A relevant problem is introduced at the beginning of an instruction cycle and is used to provide context and motivation for the students to learn (Prince, 2004). The problem is open ended and ambiguous. PBL has been shown to:Increase students’ problem solving and critical thinking skills (Krajcik and Blumenfeld, 2006; Reynolds and Hancock, 2010; Savery, 2006); Increase students’ conceptual understanding (Yadav et al., 2011) and knowledge retention (Prince, 2004) andDevelop more positive attitudes and a deeper approach to learning (Prince, 2004).A small negative effect of PBL occurs if students have not had much experience with problem solving (Prince, 2004).
Integrating educational robot and low-cost self-made toys to enhance STEM learning performance for primary school students
Published in Behaviour & Information Technology, 2023
Chih-Chien Hu, Yu-Fen Yang, Ya-Wen Cheng, Nian-Shing Chen
Project-based learning (PBL) is a model that gives students the opportunity to work and organise learning complex tasks based on challenging questions autonomously (Thomas 2000; Thomas, Mergendoller, and Michaelson 1999; Younis et al. 2021). PBL is an instructional method in which learners learn through problem-solving (Barron et al. 1998; Hmelo-Silver 2004). For applying learnings in novel and problem-solving contexts, PBL seems to be better than other models of instruction for enhancing cognitive skills and for producing gains in learning quality (Thomas 2000; Thomas, Mergendoller, and Michaelson 1999). Thomas (2000) revealed that the major criteria of PBL are: (1) central curriculum; (2) problems-driven learning; (3) project involves students in a constructive investigation; (4) autonomy and realism.
PBL in the space-time continuum for engineering education
Published in European Journal of Engineering Education, 2022
Oscar Iván Higuera-Martínez, Giovanni Emanuele Corazza, Liliana Fernández-Samacá
PBL is a student-centered approach that uses real problems or projects as learning scenarios. PBL is also considered a pedagogical strategy that develops different competencies in the student. In PBL, learning is triggered by a problem as a context for students to gain diverse skills and knowledge; there, conceptual space characteristics and available time become constraints for the execution of the project; this means that the available ‘time’ and how students will face the challenges (‘space’) turn out to be priorities for the design of the educational approach. Other strategies that match some characteristics of PBL are problem-solving learning, scenario-based learning, enquiry-based learning, inquiry-based learning, problem-oriented learning, work-based learning, and action learning (Du, de Graaff, and Kolmos 2009; Savin-Baden 2007). All these strategies have a common characteristic: the teaching and learning process management involves an essential reflection on learning activities in Time and Space, which could be applied at different modes and levels; for example, in specific activities for single courses (level 1, add-on strategies), in a group of courses (level 2, system/group) or across a whole curriculum (level 3 or institutional).
Preparing first-year engineering students for cooperation in real-world projects
Published in European Journal of Engineering Education, 2022
Marietjie Havenga, Athur James Swart
PBL is a well-known pedagogy that emphasises student-centred learning with the intention of enhancing active and self-directed learning with an emphasis on social interaction and shared experiences (Servant 2016). In this study, PBL is based on the social-constructivist epistemology (Scholkmann 2020), which is illustrative of active learning as a socially interdependent practice. Hernández-De-Menéndez et al. (2019) highlight students’ commitment to the learning process, participation in meaningful activities and their ability to construct understanding. Activities involved in PBL include brainstorming ideas, formulating learning objectives, founding suitable resources and evaluating solutions to a problem (Gorghiu et al. 2015). Both lecturers and students are actively involved in the learning process. Lecturers or teachers are facilitators of learning while students work in small groups on PBL activities (Triantafyllou et al. 2018). Problem-based projects comprise the organisation of learning activities for an entire semester where students are involved in group work (Vogler et al., 2018; Stentoft 2019). Such activities may consist of meetings with the group, execution of certain tasks, development of products, delivery of a written report as well as the assessment of group members’ achievements and outputs. Development of an artefact is seen as an integrated product of group knowledge and skills achieved (Vogler et al., 2018).