Title: Development and Validation of the Problem-Based Learning Process Inventory (PBLPI)
Abstract: IntroductionThe 21st century is characterized by the accessibility of information, innovation-driven growth and rapid advancement in technologies. Education needs to change to help students cope with an increasingly complex world (Tan & Liu, 2015). It is not how much content we disseminate in the classroom that matters but rather the learning process that engages students' motivation and independent learning. More often than not, students have difficulty knowing what process to use or how to conceptualize problems or issues to be resolved (Bereiter & Scardamalia, 1989). Teachers need to design learning environments that allow students to experience and value learning processes such as initiating prior knowledge and elaboration, linking and applying new knowledge, justifying, evaluating and reflecting on their solutions. There must also be opportunities for students to solve problems together, learn from each other and build knowledge collaboratively as modelled against the real working environment. As mediators of students' learning, teachers' roles entail the teaching of heuristics, inquiry skills, scaffolding and connecting students not only to the milieu of knowledge in texts and online resources on the World Wide Web, but also through active communication and collaboration among themselves.Problem-Based Learning (PBL) appears to be a promising approach to address the aforementioned issues holistically. It is a pedagogical innovation that harnesses and develops students' ability to deal with novelty and complexity as they engage in solving authentic problems (Tan, 2000, 2003). Through solving real-life problems, students are able to activate their prior knowledge, integrate their learning across different disciplines, and develop cognitive skills, attitudes and reflective practices that nurture them to be self-directed life-long learners in their profession practice.Numerous studies have examined the theoretical promises of PBL, and its impact on learners' outcomes such as content knowledge acquisition, problem-solving skills, and attitudes towards learning. Meta-analysis on the effectiveness of in medical schools (Albanese & Mitchell, 1993; Vernon and Blake, 1993) showed that learners who went through viewed themselves as being more equipped with problem-solving, information gathering, reflective and self-directed learning skills. For teacher education, the process of inquiry seemed to be able to develop preservice teachers' thinking skills, problem-solving skills, analytical skills, information processing skills and self-directed learning skills (Etherington, 2011; Koray, Presley, Koksal, & Ozdemir, 2008; McPhee, 2002).Nonetheless, there were research studies that questioned the effectiveness of PBL. For instance, a review of literature by Colliver (2000) did not provide convincing evidence that improved learners' knowledge or clinical performance. Similarly, Berkson (1993) argued that there was no significant difference in learners' outcomes between learners who went through as compared to learners who went through the traditional courses. Hmelo-Silver (2004) mentioned that one of the aims of was to enhance learners' motivation to learn but regrettably there was a lack of research that supported this viewpoint.In spite of the substantial literature on PBL, its effects on gains in skills and knowledge as compared to more conventional approaches are inconclusive (Hmelo, Gotterer, & Bransford, 1997; Norman & Schmidt, 2000; Dunlap, 2005). A possible explanation for these contrary findings is the large number of hybrids implementations due to the extensive use of in various fields. Owing to the diversity of contexts and applications pertaining to PBL, previous studies on the why of could not yield useful conceptualizations. Prior research treat as a whole and when studies show intervention does not have a positive effect, some critics of may simply conclude that PBL does not work. …
Publication Year: 2016
Publication Date: 2016-05-01
Language: en
Type: article
Access and Citation
Cited By Count: 3
AI Researcher Chatbot
Get quick answers to your questions about the article from our AI researcher chatbot