{"title":"Guest Commentary: Citizenship, Economics, and Morality","authors":"Thomas A. Lucey, M. Henning","doi":"10.7771/1541-5015.1874","DOIUrl":"https://doi.org/10.7771/1541-5015.1874","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45315247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, I describe the implementation of a project-based economics unit in a fifth-grade classroom in Michigan, titled One Hen. One Hen is a curricular unit designed to teach students about social entrepreneurship as a way for students to learn economic concepts while developing their own civic efficacy by engaging in a project where they design and run their own social business. These findings are part of a larger case study that examines one fifth-grade class’s experience with One Hen and what these students learned about the economic concepts of loans and entrepreneurship. Through the authentic experiences of project-based learning, the fifth-grade students developed a more sophisticated understanding of loans and the role of microfinance in creating a social business.
{"title":"Elementary School Entrepreneurs","authors":"A. Whitlock","doi":"10.7771/1541-5015.1780","DOIUrl":"https://doi.org/10.7771/1541-5015.1780","url":null,"abstract":"In this paper, I describe the implementation of a project-based economics unit in a fifth-grade classroom in Michigan, titled One Hen. One Hen is a curricular unit designed to teach students about social entrepreneurship as a way for students to learn economic concepts while developing their own civic efficacy by engaging in a project where they design and run their own social business. These findings are part of a larger case study that examines one fifth-grade class’s experience with One Hen and what these students learned about the economic concepts of loans and entrepreneurship. Through the authentic experiences of project-based learning, the fifth-grade students developed a more sophisticated understanding of loans and the role of microfinance in creating a social business.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45814289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Min Liu, Sa Liu, Zilong Pan, Wenting Zou, Chenglu Li
Most of the previous problem-based learning (PBL) studies have been conducted with gifted or regular education students and have shown successes. However, little research on PBL exists for disadvantaged middle school students, especially students who are considered to be at risk of failing academically. In this study, we examined the use of a multimedia-enriched PBL science environment by at-risk middle school students. The results, using a mixed-methods design, showed that these students significantly improved their science knowledge and attitude toward science after they engaged in PBL learning. While there were no differences in the scores between the genders, the gain scores from preto post-tests in science knowledge and attitude toward science for the girls were larger. A strong positive relationship between attitude toward science and science knowledge was also found. Such research should provide much needed insights on the effect of PBL for all students, not only the gifted but also the underrepresented populations.
{"title":"Examining Science Learning and Attitude by At-Risk Students After They Used a Multimedia-Enriched Problem-Based Learning Environment","authors":"Min Liu, Sa Liu, Zilong Pan, Wenting Zou, Chenglu Li","doi":"10.7771/1541-5015.1752","DOIUrl":"https://doi.org/10.7771/1541-5015.1752","url":null,"abstract":"Most of the previous problem-based learning (PBL) studies have been conducted with gifted or regular education students and have shown successes. However, little research on PBL exists for disadvantaged middle school students, especially students who are considered to be at risk of failing academically. In this study, we examined the use of a multimedia-enriched PBL science environment by at-risk middle school students. The results, using a mixed-methods design, showed that these students significantly improved their science knowledge and attitude toward science after they engaged in PBL learning. While there were no differences in the scores between the genders, the gain scores from preto post-tests in science knowledge and attitude toward science for the girls were larger. A strong positive relationship between attitude toward science and science knowledge was also found. Such research should provide much needed insights on the effect of PBL for all students, not only the gifted but also the underrepresented populations.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42244414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to explore the effects of argumentation with the concept map method during medical problem-based learning (PBL) on individual clinical reasoning. Individual clinical reasoning ability was assessed through problem-solving performance and arguments that students constructed during individual clinical reasoning processes. Toulmin’s model of argument was utilized as a structure for arguments. The study also explored whether there would be any differences between the firstand second-year medical students. Ninety-five medical students participated in this study, and they took two PBL modules. During PBL, they were asked as a group to construct concept maps based on their argumentation about a case under discussion. Before and after each PBL, they were asked to write individual clinical problem-solving tests. One-way, within-subjects ANOVAs were conducted to examine the quality of arguments and clinical problem-solving performance in three individual tests. The results provided evidence that utilizing argumentation with the concept map method during PBL positively affects the development of clinical reasoning skills by individual students.
{"title":"Developing Clinical Reasoning Skills Through Argumentation With the Concept Map Method in Medical Problem-Based Learning","authors":"Jihyun Si, Hyun-Hee Kong, Sang-Hwa Lee","doi":"10.7771/1541-5015.1776","DOIUrl":"https://doi.org/10.7771/1541-5015.1776","url":null,"abstract":"This study aims to explore the effects of argumentation with the concept map method during medical problem-based learning (PBL) on individual clinical reasoning. Individual clinical reasoning ability was assessed through problem-solving performance and arguments that students constructed during individual clinical reasoning processes. Toulmin’s model of argument was utilized as a structure for arguments. The study also explored whether there would be any differences between the firstand second-year medical students. Ninety-five medical students participated in this study, and they took two PBL modules. During PBL, they were asked as a group to construct concept maps based on their argumentation about a case under discussion. Before and after each PBL, they were asked to write individual clinical problem-solving tests. One-way, within-subjects ANOVAs were conducted to examine the quality of arguments and clinical problem-solving performance in three individual tests. The results provided evidence that utilizing argumentation with the concept map method during PBL positively affects the development of clinical reasoning skills by individual students.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2019-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42473039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the study was to investigate how physiotherapy students using a problem-based learning approach develop into experts during higher education, and answers the question: How do physiotherapy students at bachelor’s level understand the problem-based learning approach while learning to become professionals? PBL is examined using interpretative phenomenological analysis (IPA) of longitudinal data written by 15 voluntary students from two different higher education institutions and collected during 3.5 years. The main results on the new way of learning strengthen earlier conceptions of the importance of reflection in the learning process. The PBL method activates a reflection process by allowing students to participate in something that differs from their previous experiences of teaching and learning methods, which creates confusion and forces them to critically reflect on their actions. There are two dimensions of reflection in this study: self-reflection (information-seeking and creative learning processes) and reflection together (peer-group working and the teacher), in which reflection together seems to be more powerful than in earlier experiential learning theories. This study brings out the directions for and the timing of the necessary scaffolding and support for learning.
{"title":"Problem-Based Learning in Professional Studies from the Physiotherapy Students’ Perspective","authors":"H. Korpi, Liisa Peltokallio, Arja Piirainen","doi":"10.7771/1541-5015.1732","DOIUrl":"https://doi.org/10.7771/1541-5015.1732","url":null,"abstract":"The aim of the study was to investigate how physiotherapy students using a problem-based learning approach develop into experts during higher education, and answers the question: How do physiotherapy students at bachelor’s level understand the problem-based learning approach while learning to become professionals? PBL is examined using interpretative phenomenological analysis (IPA) of longitudinal data written by 15 voluntary students from two different higher education institutions and collected during 3.5 years. The main results on the new way of learning strengthen earlier conceptions of the importance of reflection in the learning process. The PBL method activates a reflection process by allowing students to participate in something that differs from their previous experiences of teaching and learning methods, which creates confusion and forces them to critically reflect on their actions. There are two dimensions of reflection in this study: self-reflection (information-seeking and creative learning processes) and reflection together (peer-group working and the teacher), in which reflection together seems to be more powerful than in earlier experiential learning theories. This study brings out the directions for and the timing of the necessary scaffolding and support for learning.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42168642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Scaffolding for Optimal Challenge in K–12 Problem-Based Learning","authors":"N. Kim, B. Belland, Daryl Axelrod","doi":"10.7771/1541-5015.1712","DOIUrl":"https://doi.org/10.7771/1541-5015.1712","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42021236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editor's Introduction","authors":"Krista D. Glazewski","doi":"10.7771/1541-5015.1830","DOIUrl":"https://doi.org/10.7771/1541-5015.1830","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45321030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Recognizing Our Accomplishments, Saying Thank You, and Looking Ahead for IJPBL and the Field","authors":"Michael M. Grant","doi":"10.7771/1541-5015.1831","DOIUrl":"https://doi.org/10.7771/1541-5015.1831","url":null,"abstract":"","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2018-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45960389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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