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With the development of information and communication technology, project-based learning (PBL) has become an important pedagogical approach. Group leaders are critical in PBL, and prestige influences learner leadership. Regulation affects learners' prestige, but research on their relationship is lacking. Through content analysis and epistemic network analysis, we examine the regulatory patterns of 21 learners engaged in multi-layered online PBL through online collaborative learning activities over 14 weeks. The analysis results show that: (1) High-prestige learners engaged significantly in "socially shared regulation (U = 24.0, Z = -2.183, p = 0.029)", "monitoring (U = 26.5, Z = -2.008, P = 0.043)", "task understanding (U = 15.0, Z = -2.829, p = 0.004)", and "organizing O (U = 20.5, Z = 0.015, p = 0.013)". (2) The regulatory patterns during PBL stages show that high-prestige learners focus on task dimensions in intra-group discussions. (3) High-prestige learners display positive emotions in inter-group assessments and intra-group refinements. In contrast, low-prestige learners exhibit higher negative emotional engagement. (4) There is a strong correlation between socially shared regulation (GRG = 0.780), content monitoring (GRG = 0.728), and learners' prestige. Socially shared regulation (p = 0.001), self-regulation (p = 0.001), monitoring (p = 0.006), evaluation (p = 0.019), content monitoring (p = 0.000), and process monitoring (p = 0.018) all significantly positively impact learners' prestige. The findings suggest that providing self-regulation and socially shared regulation scaffolding for PBL and utilizing various other methods to enhance learner regulation of learning are likely to increase learners' prestige and PBL effectiveness. [ABSTRACT FROM AUTHOR]

The article addresses the challenges of distance education, i.e. how to manage the pedagogical process of project-based learning (PBL). The research objective was to use PBL as a teaching method where students learn by actively participating in a real professional task – preparing antenatal classes for future parents. We were also interested in developing recommendations for teachers and organisations using PBL in distance education. The study was conducted as mixed-methods research, using qualitative and quantitative data. Forty-four students and 131 future parents participated in the study. Results showed the importance of managing the PBL: learning environment, teamwork, mentoring and the use of information technologies and tools for learning purposes with appropriate didactic and learning strategies. The pedagogical process of PBL in distance education is based on interactive modelling of ICT and virtual reality with didactically integrating professional knowledge and skills in the virtual pedagogical process. [ABSTRACT FROM AUTHOR]

This paper details an integrated inquiry-based mathematics and science method course for preservice teachers designed around STEM problem-based learning. It documents how problem-based learning (PBL) activities supported PSTs' envisioning of equitable approaches for diverse children. The overarching research question was: How did preservice teacher learning and lesson design experiences within integrated STEM inquiry translate to their vision of equity-based STEM practice? The data included PSTs course reflections, STEM PBL 5E units, and reflections as they watched recordings of their teaching their units. This facilitated mapping the development of PSTs' vision for equitable teaching across the field mediated experiences in teaching and learning STEM. Our findings revealed how visions of equitable STEM practices emerged from the PST's own experience as being a learner in an integrated STEM environment and from being a teacher who planned and enacted an equity focused STEM unit in a diverse classroom context. The dual teacher-learner experience of the mediated field experience was critically important to provide experiencing and witnessing the high level of motivation during the meaning-making process and provided evidence that rigorous math and science learning is possible in diverse contexts. [ABSTRACT FROM AUTHOR]

The aim of this study has been the design and evaluation of a sequence of activities that promotes the development of scientific skills in secondary school. For this purpose, design-based research was conducted using a problem-solving methodology to learn as a tool to engage in scientific inquiry practice. The research was structured around the design, implementation, and evaluation phases, with specific tools created to assess both student learning outcomes and the validity of the TLS. These tools helped identify the performance levels achieved by students in the various stages of scientific inquiry, from formulating hypotheses to interpreting data, and also allowed for the evaluation of the teaching methodology's effectiveness. The results indicated that the TLS significantly enhanced students' scientific competence by promoting skills related to scientific inquiry, such as hypothesis formulation, variable identification, observation, data collection, and interpretation. Additionally, the use of a weather station as the central topic provided a context closely tied to the students' local environment, which facilitated deeper engagement and understanding. The evaluation revealed that students progressed in their scientific inquiry skills, moving from "pre-scientific" to "uncertain inquirer" performance levels. While challenges such as initial disorientation and difficulties in representing experimental data were observed, the overall performance of students demonstrated the success of the TLS. Furthermore, the students worked collaboratively, contributing their individual skills and experiences to achieve group goals. This study provides valuable insights into the potential of TLS as an alternative to traditional teaching methods, offering an innovative way to assess and enhance students' scientific skills. It also highlights the importance of teacher guidance in inquiry-based activities and suggests that future projects could benefit from allowing students to choose the topic, further enhancing their motivation and engagement. [ABSTRACT FROM AUTHOR]

Background: Due to the complex and abstract anatomy of the nervous system, neurology has become a difficult subject for students of clinical disciplines. It is imperative to develop new teaching methods to improve students' enthusiasm for learning this course. Small private online courses (SPOC) combined with problem based learning (PBL) blended teaching models based on massive open online course (MOOC) provides a new direction for future neurology teaching reform. This study aimed to investigate the effectiveness of applying SPOC combined with PBL in neurology teaching. Methods: This study was conducted during the 2020 intake of undergraduate students at the Second Hospital and Clinical Medical School, Lanzhou University. A total of 48 students were enrolled in the study and randomly assigned to either a Lecture-Based Learning (LBL) group or a SPOC + PBL group, with 24 participants in each group. After the classes, comparisons were made between the two groups in terms of teaching methods, increases in learning interest, level of participation in learning, satisfaction, and closed-book unit test scores. Results: The average unit test score of the SPOC + PBL group was 84.29 ± 1.65, the average score of LBL group was 77.0 ± 1.92. The difference in average scores between the two groups was statistically significant (P < 0.01). The proportion of students with 91–100 points in SPOC + PBL group was higher than that of LBL group, and the difference was statistically significant, P < 0.01. Student satisfaction survey in the SPOC + PBL group was significantly higher than that in the LBL group, P < 0.01. Conclusions: The application of SPOC combined with PBL teaching based on MOOC in neurology teaching may be more effective than traditional LBL model. It is expected to help medical students overcome the "fear" of learning neurological diseases, improve the teaching effect of neurology courses, and meet the needs of modern medical education by employing a hybrid course structure and adopting a problem-oriented approach. [ABSTRACT FROM AUTHOR]

Medical education is in the process of a pedagogical revolution. Traditional lectures are playing a progressively smaller role, with more of the content being delivered through student‐centered small‐group sessions. Problem‐based learning (PBL) has become a centerpiece of education for many medical schools, in large part because of its focus on the learners identifying their own knowledge gaps. As junior scientists seek faculty appointments in institutions focused on healthcare education, they will find that skills in PBL are valued by the academic community. Among the necessary skills is the capability to lead efforts in PBL case writing. The cases, each of which is a narrative of a patient's experience of disease, are a critical component of the PBL process, as they trigger learners to follow their curiosity and thereby drive learning. In this article, we outline a clear methodology for educators to follow to create new cases. The described steps provide guidance on making each case powerful to learners through creating immediacy and a sense of the patient as a human being. Guidance is also provided to enable case authors to avoid the common pitfalls, including avoiding the introduction of unintended biases and microaggressions. Importantly, guidance is also provided regarding the best practices to incorporate feedback from content experts. Following the steps in our process promotes a methodical approach to case writing that consistently generates a quality product that enriches student learning. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Primary bone lymphoma (PBL) is a rare clinical entity, accounting for less than 5% of all extranodal non-Hodgkin lymphomas and approximately 5% of primary bone tumors. Diffuse large B-cell lymphoma (DLBCL) is the most common histotype, accounting for about 80% of all PBL cases. Conversely, the incidence of indolent primary bone lymphomas (iPBL) represents less than 1% of all reported PBL cases, and data on these rarer lymphomas are scarce. Drawing on diagnostic criteria developed by the World Health Organization (WHO) and the International Extranodal Lymphoma Study Group (IELSG), we report a rare case of primary bone follicular lymphoma, focusing specifically on the clinical presentation and treatment. Discussion: Additionally, we provide a systematic review of the literature data on this very rare lymphoproliferative entity. [ABSTRACT FROM AUTHOR]

Objective: Dental materials science is one of the fundamental disciplines in stomatology, encompassing clinical areas such as orthodontics, prosthodontics, and endodontics. Due to its extensive knowledge base, strong professional nature, and wide scope, teaching dental materials science presents a challenge. This study aimed to enhance the application of dental materials science in oral teaching by comparing the effectiveness of different teaching methods. Methods: This research project was evaluated by the Xi'an Jiaotong University Committee on Human Subjects Research and approved as exempt research. A total of 56 clinical stomatology students from the first year and second year cohorts at the Stomatology Hospital of Xi'an Jiaotong University were selected for the study. The first year cohort served as the nonteaching reform class, while the second year cohort formed the teaching reform class. The impact of the teaching reform was assessed through a questionnaire survey and final examination results. Results: The questionnaire survey of students in the teaching reform class indicated a significant improvement in their interest in professional courses and overall satisfaction with the teaching. Additionally, the final examination results revealed a significantly greater rate of excellence among students in the teaching reform class than among those in the nonteaching reform class, with no students failing. Conclusion: The use of diverse teaching modes can enhance the quality and effectiveness of dental materials science instruction, offering a new approach for improving teaching in this discipline. [ABSTRACT FROM AUTHOR]

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explored science and mathematics teachers' knowledge and beliefs about project-based instruction (PBL). Data included two focus groups, and a 12-item questionnaire administered to 138 teachers. The response rate was 70% (n=96). Results show strong teacher knowledge of PBL Gold Standard Design Elements/Teaching Practices, but low usage by teachers (68%) as less than 26% of instructional time was used to implement PBL. Of the respondents, 33 indicated they used PBL as a teaching strategy. Teachers felt prepared to use PBL, suggested it made learning fun, and helped students acquire academic content and 21st century skills. Challenges included: funding support, accountability requirements, time constraints, and lack of professional development support. [ABSTRACT FROM AUTHOR]

Background Problem-based learning (PBL) is a small group education in which students direct their own learning processes. Our aim in our study is to evaluate the program of the PBL module that we conducted with first-year students. Materials and Methods A total of 176 first-year students and 16 instructors attended the training. The PBL module was completed in 3 days. A pre-test with 16 questions and a post-test consisting of the same pre-test questions were administered to the students at the end of the training. Data analysis was performed using SPSS 25. Compliance of the data with normal distribution was determined using the Shapiro-Wilk test. The changes between pre- and post-training scores were examined using the Wilcoxon test. In this study, the type I error rate was 0.05. Approximately 4 weeks after the training, a focus group was held, and the interview was recorded. The qualitative data were evaluated by two researchers. The transcribed text was divided into themes and subthemes. The Kirkpatrick and logic model for program evaluation were used as the program evaluation model. Results According to Kirkpatrick level 1 evaluation, satisfaction with the training was high in both surveys and focus group studies. According to Kirkpatrick level 2, a significant increase in success was detected between the pretest and posttest of the students (pre-test average: 7, post-test average: 12, p<0.05). In addition, the average success rate of students was 35 out of 39 points. With the logic model evaluation, the inputs (resources), activities, results, short, medium and long-term goals of education were revealed, and it was determined that the short- and medium-term goals were achieved. Conclusion As a result of the program evaluation, it was determined that the satisfaction of first-year students and instructors with the PBL education was high, and the PBL success of the students was at the desired level. Keywords:Problem based learning, PBL, program evaluation, qualitative research: [ABSTRACT FROM AUTHOR]

Problem-based learning (PBL) is a student-centred pedagogy that utilises complex instructional scenarios to aid students in transitioning from theory to practice. PBL may offer a pertinent and effective strategy for developing fundamental competencies, skills, and attitudes in physiotherapists. PBL as a pedagogical practice is controversial, though, with arguments for and against the approach. As such, the University of Nottingham has reaccredited the BSc Physiotherapy program, which uses PBL as a pedagogy. This study analyses staff and student readiness before implementation. This study, conducted by the School of Health Science (SoHS), seeks to evaluate the preparedness and anticipations of students, staff, and clinicians regarding programme change. The findings will provide a set of initial measures for implementing the programme. The evaluation follows a mixed-methods, sequential design. The collection of quantitative data was achieved by a newly developed and validated questionnaire with first-into-second-year students. The qualitative data were obtained from focus groups and interviews. The collection of qualitative data investigates the perspectives and expectations of several stakeholders, including first-into-second-year students, staff, clinician and a patient, regarding the implementation of PBL and the new curriculum. The internal consistency of our questionnaire was assessed using Cronbach's alpha, which yielded a value of 0.83 for a total of 19 items. Additionally, the KR-20 coefficient was calculated to be 0.86 for a subset of two items. The content validity was assessed by calculating the item level content validity index (I-CVI) scores provided by three experts and ten students, and the ICVI was 0.88. Thirty first-into-second-year students completed the questionnaire. Nine first-into-second-year students participated in focus group interviews. Seven staff, a clinician, and a patient participated in individual interviews. Results from the questionnaire are presented in a narrative report. Five domains summarise the stakeholder perspectives about programme change, including: Quality of communication, Consistency of teaching, Approach to learning, Attitude to change, and Support structures. Analysis of the data collected indicates the need for proficient preparation. This evaluation demonstrates the importance of evaluating stakeholder perspectives prior to the implementation of an educational approach. [ABSTRACT FROM AUTHOR]

This research applies a model-based teaching approach aimed at scrutinizing trends in the leisure, tourism, hospitality, recreation, and sport (LTHRS) field by integrating artificial intelligence (AI) along with ChatGPT, project-based learning (PBL), systems thinking, and industrial analysis tools to foster trend recognition skills. The study employs a quasi-experimental design to compare the efficacy of two instructional approaches (exploratory vs. confirmatory) concerning AI literacy and learning outcomes. Notably, the exploratory group exhibits marked improvements in AI knowledge, while the confirmatory group demonstrates enhanced trend recognition ability. Additionally, the research delves into the application effects of AI-based text mining and ChatGPT (AITM) as content analysis tools through four distinct projects (5G's impact on tourism industries, travel trends caused by metaverse, daylily tour in Huatan Township, and Taiwanese elements in spectator sports), underscoring the substantial efficacy of AITM in capturing diverse themes, albeit with challenges in discerning subtle and subjective labels. These findings highlight the effectiveness of the model-based teaching approach and the multifaceted utility of AI and automated text mining in augmenting trend recognition skills. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the effects of problem-based learning (PBL) and a mobile application on self-directed learning and learner recognition in a college course. To achieve this, the study reviewed the literature and case studies on mobile technology and problem-based learning, identifying directions and strategies for course design, including three stages of using a mobile application to enhance interaction and communication. This approach was implemented in the class over the course of a semester. The results revealed that the course effectively promoted self-directed learning among learners. Additionally, a qualitative analysis of learners' experiences with the PBL course using the mobile application highlighted the need for efficient and highly accessible IT learning tools. It also indicated that individual data exploration and integration can be quite challenging. Therefore, it is essential to select and utilize appropriate IT learning tools and provide AI literacy training to enhance the technological capabilities of both learners and instructors. This will facilitate the use of various applications to boost learner participation, motivation, and interaction, thereby improving the effectiveness of classes that employ mobile applications based on PBL. [ABSTRACT FROM AUTHOR]

This study aimed to juxtapose the impacts of the Problem-Based Learning (PBL) methodology implemented within a three-dimensional (3D) virtual environment against PBL in a conventional face-to-face setting, along with a control group, on students' learning performance, conceptual comprehension, and spatial aptitude. The investigation concentrated on the structure of matter within a seventh-grade science curriculum, encompassing a cohort of 79 students enrolled in the course. The study was conducted under a mixed methods experimental design and comprised three distinct groups: two experimental groups (E1; E2) and one control group (C). The instructional intervention in the E1 group involved utilizing a 3D virtual environment grounded in the problem-based learning method, whereas the E2 group underwent face-to-face instruction employing worksheets derived from problem-based learning. In contrast, the control group received traditional direct instruction from the science teacher through lectures, demonstrations, and question-and-answer sessions, all focusing on the same topic. Pretests and posttests were administered to the participants before and after the experimental interventions, assessing conceptual understanding, spatial visualization, and mental rotation. Additionally, learning tasks completed by the E1 and E2 groups were evaluated using rubrics to assess learning performance. Subsequent to the post-test, individual semi-structured interviews were conducted with randomly selected students from the E1 group. The results indicated that instruction within the problem-based 3D virtual environment significantly enhanced students' learning performance, conceptual understanding, spatial visualization, and mental rotation skills compared to the other instructional conditions. [ABSTRACT FROM AUTHOR]

Penelitian ini bertujuan untuk mengetahui pengaruh media pembelajaran virtual lab berbasis PBL terhadap keterampilan berpikir kritis dan hasil belajar IPA pada materi sistem ekskresi siswa kelas VIII SMPN 7 Samarinda Kalimantan Timur. Penelitian ini bersifat kuantitatif dengan jenis penelitian Quasi Eksperimen dengan design penelitian pretest posttest control group. Pada keterampilan berpikir kritis diperoleh hasil uji N-Gain yaitu 0,53 dengan kategori sedang dan hasil uji-t dengan nilai signifikansi sebesar 0,000

Abstract Background Due to the complex and abstract anatomy of the nervous system, neurology has become a difficult subject for students of clinical disciplines. It is imperative to develop new teaching methods to improve students’ enthusiasm for learning this course. Small private online courses (SPOC) combined with problem based learning (PBL) blended teaching models based on massive open online course (MOOC) provides a new direction for future neurology teaching reform. This study aimed to investigate the effectiveness of applying SPOC combined with PBL in neurology teaching. Methods This study was conducted during the 2020 intake of undergraduate students at the Second Hospital and Clinical Medical School, Lanzhou University. A total of 48 students were enrolled in the study and randomly assigned to either a Lecture-Based Learning (LBL) group or a SPOC + PBL group, with 24 participants in each group. After the classes, comparisons were made between the two groups in terms of teaching methods, increases in learning interest, level of participation in learning, satisfaction, and closed-book unit test scores. Results The average unit test score of the SPOC + PBL group was 84.29 ± 1.65, the average score of LBL group was 77.0 ± 1.92. The difference in average scores between the two groups was statistically significant (P

Abstract The background to this research is that physics lessons are often considered difficult and less interesting by students, especially because of their abstract nature, the complexity of mathematical calculations, and the difficulty in connecting theory with practice. One of the challenging topics is Newton's Law of motion, which includes the relationship between force, mass and acceleration. This research was carried out at MA Muallimin UNIVA Medan, by applying the Problem Based Learning (PBL) learning model, an innovative learning media that is relevant to development. technology. This research utilizes PHET (Physics Education Technology), an interactive simulation platform developed by the University of Colorado Boulder, to support learning Newton's Laws. PHET allows students to carry out virtual experiments independently with various variables, such as mass, force and surface type, so that student learning outcomes increase. The research method used is quantitative in class X-G. The instrument used is a written test (essay) with a total of 10 questions. It is known that the pretest and posttest data are normally distributed with a significance value of Pretest (0), Posttest (0,), and are declared homogeneous with a significance value Based on Mean (0.245) where the normality and homogeneity test values exceed (>) the real level used in the measurement namely α = 0.05 or 5%. With the help of SPSS, it is known that the average posttest student learning outcomes (85.93) are higher than the pretest (58.80), so it can be concluded that the hypothesis is accepted.

Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik (LKPD) berbasis STEM dengan pendekatan Problem Based Learning (PBL) terhadap keterampilan proses sains dan kemampuan berpikir kritis siswa dalam pembelajaran IPA di SMP Abadi Perkasa. Model pengembangan yang digunakan adalah ADDIE, yang mencakup lima tahap: Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi. Validasi produk dilakukan oleh ahli bahasa, materi, dan media, menunjukkan reliabilitas yang baik dengan nilai Cronbach’s Alpha ≥ 0,7. Implementasi LKPD dilakukan pada siswa kelas IX di SMP Abadi Perkasa, dengan uji coba menunjukkan peningkatan keterampilan siswa yang signifikan. Hasil analisis N-gain mencapai rata-rata 0,56, yang dikategorikan sebagai "sedang," yang menunjukkan adanya peningkatan keterampilan proses sains dan kemampuan berpikir kritis siswa. Data angket respon siswa menunjukkan efektivitas LKPD, dengan skor rata-rata 3,56 dan persentase efektivitas sebesar 89,1%, yang masuk dalam kategori “efektif.” Hasil penelitian ini menunjukkan bahwa penerapan LKPD berbasis STEM dengan pendekatan PBL memberikan dampak positif pada pembelajaran IPA, terutama dalam materi listrik dinamis, dengan memperkuat keterampilan proses sains dan kemampuan berpikir kritis siswa melalui pendekatan pembelajaran yang lebih kontekstual dan interaktif.

This research applies a model-based teaching approach aimed at scrutinizing trends in the leisure, tourism, hospitality, recreation, and sport (LTHRS) field by integrating artificial intelligence (AI) along with ChatGPT, project-based learning (PBL), systems thinking, and industrial analysis tools to foster trend recognition skills. The study employs a quasi-experimental design to compare the efficacy of two instructional approaches (exploratory vs. confirmatory) concerning AI literacy and learning outcomes. Notably, the exploratory group exhibits marked improvements in AI knowledge, while the confirmatory group demonstrates enhanced trend recognition ability. Additionally, the research delves into the application effects of AI-based text mining and ChatGPT (AITM) as content analysis tools through four distinct projects (5G’s impact on tourism industries, travel trends caused by metaverse, daylily tour in Huatan Township, and Taiwanese elements in spectator sports), underscoring the substantial efficacy of AITM in capturing diverse themes, albeit with challenges in discerning subtle and subjective labels. These findings highlight the effectiveness of the model-based teaching approach and the multifaceted utility of AI and automated text mining in augmenting trend recognition skills.

Abstract Background Problem-based learning (PBL) is a well-known teaching method which promotes self-directed learning (SDL) in many medical programs worldwide. This study aimed to examine the perceptions of Sudanese physiologists on applying PBL in teaching their physiology courses or sessions. Methods A cross-sectional survey was conducted with 82 physiologists (70% of the total Sudanese physiologists). The data were collected using questionnaires that included questions about attitudes towards, effectiveness of, and barriers to PBL implementation. The internal reliability of the questionnaire (over 0.7) was good, as measured by Cronbach’s alpha. The Mann‒Whitney U test, Kruskal–Wallis test, multiple linear regression and correlation (Spearman) analysis were performed to assess various factors associated with physiologists’ perceptions of the research domains. Results Physiologists generally had a positive attitude (overall score percentage of 76.9 ± 23.97%) towards PBL compared to other teaching methods and had good perceptions of the effects of PBL (overall score percentage of 77.1 ± 25.13%) on the student learning process. Furthermore, physiologists had a notable knowledge gap about common challenges affecting PBL application (overall score percentage was 56.93 ± 19.43%) at their relevant institutes. Physiologists’ perceptions of common factors affecting PBL application were significantly related to participants currently working inside or outside Sudan (p value = 0.010) and applying PBL at their relevant institutes (p value = 0.008). In addition, the attitude score was significantly associated with the current workplace (governmental/private) classification (B= -14.083, p = 0.031). Additionally, attitude toward PBL had a significant positive correlation with age (r = 0.233, p = 0.005) and the perception score of PBL’s effects on students’ learning processes (r = 0.788, p

This study aimed to develop learners' critical thinking abilities through concentrated application in related learning activities. A quasi-experimental design of the Pretest-Posttest Non-Equivalent Control Group type was employed. The study was done between January and February 2023 with a sample of 60 junior high school students in grade VII, divided evenly into an experimental group and a control group, each with 30 participants, focused on the solar system. The experimental group utilized problem based learning (PBL) e-modules, while the control group followed conventional teaching methods. The instrument used in this study included a critical thinking variable with four components in the form of a multiple-choice exam with a reliability value of 0.183, allowing it to evaluate students' critical thinking skills. The data were collected during the pretest and after treatments by administering the posttest. After the SPSS analysis, the data was shown descriptively and inferentially. The results revealed a notable difference in critical thinking capabilities between students involved in PBL-based e-modules and those taught using conventional approaches (P < 0.01). Therefore, the study shows that including PBL-based e-modules into the curriculum could improve students' critical thinking ability quite successfully.

This study aims to produce valid Problem Based Learning (PBL) oriented E-LAPD to improve students' chemical literacy skills on acid-base material. This research method used development research with the 4D model which includes define, design, develop, and disseminate. However, it is limited to the development stage. The subjects of this study were phase F students of class XI SMAN 1 Krembung Sidoarjo as many as 36 students. The research instrument used in collecting data was a validation sheet. Data analysis techniques in this study used quantitative analysis techniques through the provision of validation questionnaires to validators. The results of this study indicated that the Problem Based Learning (PBL) oriented E-LAPD to improve students' chemical literacy skills on acid-base material was declared feasible to use because it got a mode score of 4 with valid criteria based on content and construct validity which includes aspects of language, presentation, and graphics.

This study aimed to determine the effect of Problem-Based Learning (PBL) integrated Reading, Mind Mapping, and Sharing (RMS) on biological literacy and critical thinking skills in biotechnology material. This type of research is Quasi-Experimental with pre-test-post-test experiments and a control group design. The researcher conducted the research because most of the students who became respondents considered biotechnology material less attractive, so students' understanding and activeness could have been more optimal in the learning process. The research samples were 72 students of class X MIPA at SMA Negeri 2 Kota Serang, Banten. The research sample was divided into two groups: the experimental group that applied the PBL integrated RMS model and the control group that applied the PBL model. The research instruments used were biological literacy ability tests and critical thinking ability tests. Biological literacy skills were measured using biological literacy-based multiple-choice test instruments, while critical thinking skills were measured using essay test instruments. The hypothesis test used was MANOVA statistical analysis. The results of statistical tests showed a significant effect of PBL integrated with RMS on biological literacy and critical thinking skills on biotechnology material with a significance value of 0.000 < α. Students with an integrated RMS learning model are more effective than those with a PBL learning model, which is indicated by the post-test value being higher than the pre-test value. This research contributes to the field of biology education by showing that the PBL learning model integrated with RMS can be an effective alternative learning model to improve students' biological literacy and critical thinking skills. The findings of this study are expected to be useful for biology teachers

Abstract Background Team-based learning (TBL) and problem-based learning (PBL) are two effective educational approaches used in medical education for increasing knowledge acquisition, learning motivation, and collaborative and communication skills among students. Few studies have been conducted in Saudi Arabia to evaluate medical students’ perceptions of these approaches. Aim of the study The present study aimed to evaluate the perceptions of current or previous preclinical students at the College of Medicine, Najran University (NU) about the effectiveness of PBL and TBL and to assess students’ perceptions regarding the strengths and limitations of both educational approaches and their preferences. Methods A cross-sectional survey was conducted on 106 preclinical students at NU, Saudi Arabia. The survey questionnaire was validated by a pilot study and designed based on Kirkpatrick’s evaluation model. Descriptive statistics was used to analyze the collected data through IBM SPSS Statistics 2.0. Results 73.6% of participants enjoyed PBL and found it motivating compared to TBL and classic lectures. PBL was reported as more effective for knowledge acquisition (50%), teamwork (62.3%), and high academic performance (58%). Conclusion It is concluded that PBL was more favored by the students regarding the learning outcomes. TBL was reported to need more individual preparation and effort and require lecturer involvement, suggesting the need for structured facilitation in this learning approach and potentially indicating the challenges associated with coordinating team-based activities.

Objectives. The study aimed to examine the influence of Teaching Game for Understanding (TGfU) and Problem-Based Learning (PBL) learning models on the elementary school students’ fundamental football skills in physical education. Materials and methods. This study is classified as experimental research. The research design used was quasi-experimental. A total of 46 elementary school students aged 10-11 years were the samples in this study. Of the 46 samples, 23 received the PBL learning model, whereas 23 received TGfU learning. Results. The research findings showed that: (1) there was a significant influence of the PBL learning model on fundamental football skills in physical education, with a p-value of 0.000 < 0.05; (2) the TGfU learning model demonstrated a substantial effect on fundamental football skills, with a p-value of 0.000 < 0.05; (3) a significant difference was observed between the PBL and TGfU learning models on fundamental football skills with a p-value of 0.000 < 0.05, and the difference between the two groups was 10.69. Conclusions. According to the results obtained, the PBL and TGfU learning models have a positive influence on fundamental football skills.

Abad 21 merupakan era revolusi industri 4.0 dimana integrasi teknologi sangat diperlukan dalam pembelajaran. Salah satu teknologi yang dapat diaplikasikan dalam pembelajaran adalah Augmented Reality (AR). Penelitian ini merupakan penelitian pengembangan (Research and Development) dengan tujuan menghasilkan produk berupa Boardgame Ular Tangga Berbasis Augmented Reality dengan Model Problem Based Learning untuk Meningkatkan Keterampilan Berpikir Kritis pada Materi Keragaman Budaya. Prosedur pengembangan menggunakan model ADDIE (Analyze, Design, Development, Implementation, Evaluation). Teknik pengumpulan data dalam studi pendahuluan berupa wawancara dan dokumentasi, sedangkan dalam pelaksanaan berupa wawancara, observasi, dan dokumentasi. Instrumen dalam penelitian ini adalah instrumen wawancara untuk analisis kebutuhan, lembar validasi ahli media dan ahli materi, instrumen wawancara siswa dan guru, serta soal tes. Hasil uji menunjukkan nilai Sig. (2-tailed) atau Two-Sided < 0,01 dengan standar deviasi 4.582. Nilai tersebut menunjukkan bahwa taraf siginifikansi kurang dari 0,05 sehingga dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara hasil yang diperoleh sebelum dan sesudah menggunakan media boardgame ular tangga berbasis augmented reality. Berdasarkan hal tersebut, maka dapat diambil kesimpulan bahwa penggunaan media Boardgame ular tangga berbasis Augmented Reality efektif dalam meningkatkan capaian tujuan pembelajaran materi keragaman budaya.

The process of learning Indonesian, which still relies on printed textbooks, conventional learning models, and does not use varied learning media, makes learning Indonesian at the elementary school level seem boring and students are less active. This is the basis for research to apply the PBL model with the help of Flash Cards in Indonesian language learning. This research aims to find out how the application of the PBL model assisted by Flash Cards can increase the learning activities of fourth grade elementary school students on the material of writing simple procedural texts. The hypothesis of this research is that the application of the PBL model with the help of Flash Cards can increase the learning activities of fourth grade elementary school students. The type of research is PTK which will be carried out in class IV of SDN 4 Besito with 24 students as research subjects. This research lasted two cycles, each cycle consisting of four stages, namely the planning, implementation, observation and reflection stages. The research results showed an increase in student learning activities from the first cycle, which was initially 60.5%, increasing to 83.5% in the second cycle. Based on these results, this research hypothesis is proven.

The effects of Project-Based Learning (PBL) on student performance and involvement in Technical-Vocational-Livelihood Home Economics (TVL-HE) education are examined in this study. By means of a descriptive and correlational methodology, the study sought to assess the efficiency of PBL in improving learning outcomes and to pinpoint elements that might affect these outcomes. This study made use of two research designs: experimental and descriptive correlational design. Specifically, one group quasi experimental research with pretest and post-test design and descriptive correlational design. The students were selected using a technique called purposive sampling, which involves selecting students who fulfil the study's inclusion criteria. The inclusion criteria include of a.) enrolment in the TVL-HE, b.) current enrolment in PBL classes, c.) willingness to participate in the study, and d.) parental consent for students under 18 years of age. According to the results of the study, most of the study participants are between the ages of 17 and 18, with a little larger proportion of women. Potential socioeconomic difficulties are indicated by the fact that 78% of the respondents came from families with monthly incomes below 10,000.00. Most of the pretest scores below 15 showed a general lack of cooking skill. Post-test scores after PBL interventions significantly increased; 40% of students scored between 31 and 35, indicating better knowledge and skills. With high mean scores for "Reflection on Learning" and "Showcase and Share," students also had favorable opinions of PBL. The results imply that PBL can successfully raise students' performance and involvement in TVL-HE instruction. To sustain high degrees of proficiency, recommendations include strengthening teaching strategies, offering more help to low-income students, and promoting more project-based activities. Descriptive analysis and pretest-posttest design of the study help to clarify PBL's function in TVL-HE education. [ABSTRACT FROM AUTHOR]

Background: Problem-based learning (PBL) is a well-known teaching method which promotes self-directed learning (SDL) in many medical programs worldwide. This study aimed to examine the perceptions of Sudanese physiologists on applying PBL in teaching their physiology courses or sessions. Methods: A cross-sectional survey was conducted with 82 physiologists (70% of the total Sudanese physiologists). The data were collected using questionnaires that included questions about attitudes towards, effectiveness of, and barriers to PBL implementation. The internal reliability of the questionnaire (over 0.7) was good, as measured by Cronbach's alpha. The Mann‒Whitney U test, Kruskal–Wallis test, multiple linear regression and correlation (Spearman) analysis were performed to assess various factors associated with physiologists' perceptions of the research domains. Results: Physiologists generally had a positive attitude (overall score percentage of 76.9 ± 23.97%) towards PBL compared to other teaching methods and had good perceptions of the effects of PBL (overall score percentage of 77.1 ± 25.13%) on the student learning process. Furthermore, physiologists had a notable knowledge gap about common challenges affecting PBL application (overall score percentage was 56.93 ± 19.43%) at their relevant institutes. Physiologists' perceptions of common factors affecting PBL application were significantly related to participants currently working inside or outside Sudan (p value = 0.010) and applying PBL at their relevant institutes (p value = 0.008). In addition, the attitude score was significantly associated with the current workplace (governmental/private) classification (B= -14.083, p = 0.031). Additionally, attitude toward PBL had a significant positive correlation with age (r = 0.233, p = 0.005) and the perception score of PBL's effects on students' learning processes (r = 0.788, p < 0.001). Conclusion: In general, physiologists have good attitudes towards and perceptions of PBL's effectiveness, although they are unaware of the main challenges that PBL faces. The findings of this study can help the Federal Ministry of Higher Education make informed decisions about how to improve teaching methodology by implementing such novel approaches. [ABSTRACT FROM AUTHOR]

Modern engineering curricula often rely on approaches such as problem and project-based learning (PBL) as a core teaching and learning strategy. With a growing need to move these student-centred active learning curricula to online and blended learning environments, it is essential that practitioners understand the impact that these different modes of delivery may have on student collaboration. This paper aims to identify factors that affect students' perceptions of PBL in an online learning environment. This case study was carried out in an Irish university over a seven-week period with first-year engineering students during the COVID-19 pandemic. The study utilised a questionnaire (n = 94) and semi-structured interviews (n = 7) to collect participant data. Qualitative data were analysed using Braun and Clark's thematic analysis. The analysis identified 6 themes and 18 sub-themes that are linked to students' perceptions of problem and project-based learning (PBL) in an online environment. The identified themes and sub-themes in this study are uniquely reported findings within the context of online PBL in engineering education. [ABSTRACT FROM AUTHOR]

Observing climate occupies a prominent place in public education. There are several points of connection in the curricula of secondary and primary school science subjects, where observation of our environment is one of the main goals. These points of connection provide an opportunity for interdisciplinary cooperation and interdisciplinary processing of a given topic. In science education, the development of the researcher's approach and observations play an important role. By combining these key roles and posing an interdisciplinary problem, we can create a task that simultaneously develops students' scientific skills, while encouraging creativity, critical thinking and cooperation. Creative and critical thinking are the foundation of problem-solving thinking, so such an interdisciplinary project provides a good opportunity to apply the problem-based learning (PBL) method. During the analysis of the curriculum regulators in physics and geography reveals several thematic overlaps and methodological points of connection, including climate change-related subjects and group activities. There is an excellent opportunity to create projects that develop problem-based thinking and strengthen being environmentally conscious in students, in line with 21st century educational trends. The study presents such a project, which focuses on the urban "heat island phenomenon" and its problem-based, measurement-based approach. [ABSTRACT FROM AUTHOR]

This review article discussed the challenges faced during the implementation of active learning methods within the traditional teaching environment at the Complutense University of Madrid. These challenges encompass interactions with colleagues, students, and the classroom itself. It is essential for educators to have confidence that the outcomes achieved through these teaching approaches will not be adversely impacted by the quality assessment system of surveys. The university should adopt a teaching quality assessment framework that differentiates between the instructor's efficiency and the effectiveness of teaching methods. Students need to recognize the significance of developing critical thinking skills over rote memorization throughout their academic journey and understand the importance of this for their future professional development. Suggestions are also made for improving teamwork in traditional classrooms, which typically follow standard teaching methods. [ABSTRACT FROM AUTHOR]

This study aimed to determine the effect of Problem-Based Learning (PBL) integrated Reading, Mind Mapping, and Sharing (RMS) on biological literacy and critical thinking skills in biotechnology material. This type of research is Quasi-Experimental with pre-test-post-test experiments and a control group design. The researcher conducted the research because most of the students who became respondents considered biotechnology material less attractive, so students' understanding and activeness could have been more optimal in the learning process. The research samples were 72 students of class X MIPA at SMA Negeri 2 Kota Serang, Banten. The research sample was divided into two groups: the experimental group that applied the PBL integrated RMS model and the control group that applied the PBL model. The research instruments used were biological literacy ability tests and critical thinking ability tests. Biological literacy skills were measured using biological literacy-based multiple-choice test instruments, while critical thinking skills were measured using essay test instruments. The hypothesis test used was MANOVA statistical analysis. The results of statistical tests showed a significant effect of PBL integrated with RMS on biological literacy and critical thinking skills on biotechnology material with a significance value of 0.000 < α. Students with an integrated RMS learning model are more effective than those with a PBL learning model, which is indicated by the post-test value being higher than the pre-test value. This research contributes to the field of biology education by showing that the PBL learning model integrated with RMS can be an effective alternative learning model to improve students' biological literacy and critical thinking skills. The findings of this study are expected to be useful for biology teachers in choosing a suitable learning model to improve the quality of biology learning in schools. [ABSTRACT FROM AUTHOR]

Background: Team-based learning (TBL) and problem-based learning (PBL) are two effective educational approaches used in medical education for increasing knowledge acquisition, learning motivation, and collaborative and communication skills among students. Few studies have been conducted in Saudi Arabia to evaluate medical students' perceptions of these approaches. Aim of the study: The present study aimed to evaluate the perceptions of current or previous preclinical students at the College of Medicine, Najran University (NU) about the effectiveness of PBL and TBL and to assess students' perceptions regarding the strengths and limitations of both educational approaches and their preferences. Methods: A cross-sectional survey was conducted on 106 preclinical students at NU, Saudi Arabia. The survey questionnaire was validated by a pilot study and designed based on Kirkpatrick's evaluation model. Descriptive statistics was used to analyze the collected data through IBM SPSS Statistics 2.0. Results: 73.6% of participants enjoyed PBL and found it motivating compared to TBL and classic lectures. PBL was reported as more effective for knowledge acquisition (50%), teamwork (62.3%), and high academic performance (58%). Conclusion: It is concluded that PBL was more favored by the students regarding the learning outcomes. TBL was reported to need more individual preparation and effort and require lecturer involvement, suggesting the need for structured facilitation in this learning approach and potentially indicating the challenges associated with coordinating team-based activities. [ABSTRACT FROM AUTHOR]

This study aimed to develop a maker spirit problem – based learning (PBL) innovation and entrepreneurship course and explore its impact on students' learning effectiveness. A mixed research method was adopted for this study, in which qualitative and quantitative data were collected for inductive analysis. The research subjects comprised 49 students who took the 'Innovation and Entrepreneurship Course' at a university of science and technology. Further, an 18-week experimental teaching activity was implemented, in which the 'Maker Spirit – PBL Innovation and Entrepreneurship Course' was innovatively developed. Results revealed that most students showed significant positive learning effectiveness in two levels, namely 'innovation and entrepreneurship', and 'maker practice', after the experimental teaching. Therefore, five major implementation points of the 'Maker Spirit – PBL Innovation and Entrepreneurship Course' were proposed to provide references for future implementations and applications in the teaching field. [ABSTRACT FROM AUTHOR]

The STEM approach is a learning approach that is in line with learning needs to face the challenges of the 21st century. Then, the use of the STEM approach is highly recommended. It is needed an innovation to facilitate the application of the STEM approach such as integrating the STEM approach with the learning model. So, an integration of the PBL model and the STEM approach is created and then arranged which is known as the PLOICE learning model. The PLOICE learning model is a learning model that has the following syntax: Problematize, Learn, Organize, Investigate, Create, and Evaluate. In this research, students will be involved in scientific investigations on the management of shade-grown coffee to increase coffee production. Student participation in determining the management of shade-grown coffee can help develop students' science process skills. The research implemented a quasi-experiment where two classes received different treatments, namely the experimental and control classes. The experimental class received treatment using PLOICE and control using conventional treatment. In the results that the application of the PLOICE model had a significant effect on the development of students' science process skills. In implementing the PLOICE model, students are more active in discussions and questions and answers. [ABSTRACT FROM AUTHOR]

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Objectives. The study aimed to examine the influence of Teaching Game for Understanding (TGfU) and ProblemBased Learning (PBL) learning models on the elementary school students’ fundamental football skills in physical education. Materials and methods. This study is classified as experimental research. The research design used was quasiexperimental. A total of 46 elementary school students aged 10-11 years were the samples in this study. Of the 46 samples, 23 received the PBL learning model, whereas 23 received TGfU learning. Results. The research findings showed that: (1) there was a significant influence of the PBL learning model on fundamental football skills in physical education, with a p-value of 0.000 < 0.05; (2) the TGfU learning model demonstrated a substantial effect on fundamental football skills, with a p-value of 0.000 < 0.05; (3) a significant difference was observed between the PBL and TGfU learning models on fundamental football skills with a p-value of 0.000 < 0.05, and the difference between the two groups was 10.69. Conclusions. According to the results obtained, the PBL and TGfU learning models have a positive influence on fundamental football skills. [ABSTRACT FROM AUTHOR]

Providing behavioural support to all students is increasingly recognised as an integral part of teaching and learning in schools throughout the world. This small-scale, qualitative study reports on the perceived challenges faced by staff in implementing school-wide behavioural support at two remote Indigenous primary schools in Queensland, Australia. Individual semi-structured interviews held with two administrators and six teachers revealed implementation barriers to be clustered around four themes: staff turnover and leadership change; staff training; consistency in teaching and responding to student behaviour; and involvement of parents and remote community. These initial findings highlight the need to extend investigations into barriers associated with implementing and sustaining this behavioural approach in other remote schools throughout Australia, as student behaviour influences student learning, and lifting educational outcomes for Indigenous students is a national priority. [ABSTRACT FROM AUTHOR]

This article presents PBL (Project-Based Learning) integrated with STEAM (Science, Technology, Engineering, Arts, Mathematics) and its contributions to academic training, identifying points of consonance regarding creative development, innovation and stimulation of entrepreneurial behavior in vocational technical education. The article will point out the technological trends for the beginning of the 21st century and their relationship with education, and how PBL with a STEAM approach integrates into this scenario, in order to stimulate creativity, innovation and the promotion of entrepreneurship in education. To this end, the research question is how to stimulate creativity, innovation and entrepreneurial behavior through the PBL method integrated with STEAM, in vocational technical education. The methodology adopted was based on the bibliographic review on the PBL method, STEAM and its relationship with technological trends, pedagogical practices in education and entrepreneurship. [ABSTRACT FROM AUTHOR]

The authors have been using machine tools to develop problem-solving abilities and improve student skills in the Department of Mechanical Engineering. Building a Stirling engine involves many hardships until completion, making the class memorable. Therefore, many students use the content and growth processes learned in practical training to promote themselves on their resumes. Additionally, in producing a key chain commemorating the 60th anniversary of the founding of the technical college system, we realized latent image processing that showed three designs. As a result, we also won a prize in the contest, which helped the students improve their skills and satisfaction. Education using machine tools as described above is very effective, however there are concerns regarding safety and cost. [ABSTRACT FROM AUTHOR]

Although Digital Transformation (DX) initiatives have been needed since the 2010s, the design of digital information systems can be influenced by both business and technology aspects and have a significant impact on the attractiveness of services. However, there is a lack of design science research in this area. In addition, the design of information systems often consists of multiple individuals with diverse capabilities, and methods that effectively utilize diverse perspectives are needed to design attractive solutions. The authors are conducting research on the application of support systems, "Creative and inventive Design Support System (CDSS)" in engineering to methodologies that support design (conceptual design)in the information systems field. This paper validates the effectiveness in global Project Based Learning (PBL)using a "CDSSforDX" that incorporates Storytelling, and Digital Business and DX strategy into the problem understanding phase of CDSS. [ABSTRACT FROM AUTHOR]