Educational Technology International

  • 제19권2호
  • /
  • Pages.229-254
  • /
  • 2018
  • /
  • 1598-5776(pISSN)
  • /
  • 2289-0300(eISSN)
한국교육공학회 (The Korean Society for Education Technology)
권호 표지
DOI QR코드

DOI QR Code

Development of Problem-Based Learning in an English-Mediated College Science Course: Design-Based Research on Four Semesters Instruction

  • 투고 : 2018.09.10
  • 심사 : 2018.10.15
  • 발행 : 2018.10.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

Universities in Korea have driven universities' new attempts to adopt more learner-centered and active learning in English. Problem-based Learning (PBL) is one of the well-known constructive teaching and learning methodologies in higher education. Our research goal was to design and develop the optimal PBL practices for a college physics course taught in English to promote learning and course satisfaction. For four semesters, we have tried and adjusted PBL components, and looked at the trend of the exam scores and group work achievement in each semester. We found that the number of problems and the duration of problem solving are the critical factors that influence the effect of PBL in a college physics course taught in English by going through iterative implementation. The iterative process of applying, designing, and constructing PBL to physics classes was meaningful not only in that we have found the optimal PBL model for learning a college physics course, but also in that we have been reflecting on the continuous interaction with learners during the course.

키워드

참고문헌

  1. Alves, A. C., Mesquita, D., Moreira, F., & Fernandes, S. (2012). Teamwork in Project-Based Learning: engineering students' perceptions of strengths and weaknesses. In Proceedings of the Fourth International Symposium on Project Approaches in Engineering Education (PAEE'2012), (pp. 23-32). Paee'2012.
  2. Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New directions for teaching and learning, 1996(68), 3-12.
  3. Capon, N., & Kuhn, D. (2004). What's so good about problem-based learning?. Cognition and Instruction, 22(1), 61-79.
  4. Carlson, A. (2005). Using problem based learning to teach Thermodynamics: The good, the bad, and the ugly paper 2005-2092. age, 10, 1.
  5. Emory University (2010). CASES Online. Retrieved from http://www.cse.emory.edu/cases/
  6. John Abbott College (2010) Problem-Based Learning for College Physics. Retrieved from http://pbl.ccdmd.qc.ca/
  7. Hong, K. C. (2008). A Meta-Analysis on the effects of Problem-Based Learning. Education, Science and Research, 39(3), 79-110.
  8. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.
  9. Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological science, 15(10), 661-667.
  10. Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of school health, 74(7), 262-273.
  11. M. HARDEN MARGERY H. DAVIS, R. (1998). The continuum of problembased learning. Medical teacher, 20(4), 317-322.
  12. McCray, R A., DeHaan, R. L., & Schuck, J. A. (2003). Improving undergraduate instruction in science, technology, engineering, and mathematics. Report of a workshop: National Research Council, Washington, DC: National Academies Press.
  13. Perrenet, J. C., Bouhuijs, P. A. J., & Smits, J. G. M. M. (2000). The suitability of problem-based learning for engineering education: theory and practice. Teaching in higher education, 5(3), 345-358.
  14. Raine, D., & Symons, S. (2005). PossiBiLities: A practice guide to problem-based learning in physics and astronomy. The Higher Education Academy Physical Sciences Centre, ISBN, 1-903815.
  15. Roblyer, E., Havriluk, M. D., Edwards, J., & Havriluk, M. A. (1997). Integrating Educational Technology into Teaching. Upper Saddle river, NJ: Merrill.
  16. Sahin, M., & Yorek, N. (2009). A comparison of problem-based learning and traditional lecture students expectations and course grades in an introductory physics classroom. Scientific Research and Essays, 4(8), 753-762.
  17. Stinson, J. E., & Milter, R. G. (1996). Problem-based learning in business education: Curriculum design and implementation issues. New directions for teaching and learning, 1996(68), 33-42.
  18. University at Buffalo (State University of New York) (2010). National Center for Case Study Teaching in Science. Retrieved from http://sciencecases.lib.buffalo.edu/cs/collection/
  19. University of Delaware (2010). PBL Clearinghouse. Retrieved from http://www1.udel.edu/pblc/
  20. Van den Bossche, P., Segers, M., Gijbels, D., & Dochy, F. (2004). Effects of problem-based learning in business education: A comparison between a PBL and a conventional educational approach. In Educational innovation in economics and business (pp. 205-227). Springer, Dordrecht.
  21. Van Kampen, P., Banahan, C., Kelly, M., McLoughlin, E., & O'Leary, E. (2004). Teaching a single physics module through Problem Based Learning in a lecture-based curriculum. American Journal of Physics, 72(6), 829-834.
  22. Woods, D. R. (1996). Problem-based learning for large classes in chemical engineering. New Directions for Teaching and Learning, 1996(68), 91-99.
  23. McKenney, S., & Reeves, T. C. (2014). Educational design research. In Handbook of research on educational communications and technology (pp. 131-140). Springer, New York, NY.
  24. Yoon, H. C. (2014). Design-Based Research in Educational Psychology: Concept, Issues, and Challenges. Korean Journal of Educational Psychology, 28(4), 539-566.