Öz
Kaynakça
- Achilles, C. M. & Hoover, S. P. (1996, November). Exploring problem-based learning (PBL) in grades 6-12. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Tuscaloosa, AL. Albanese, M., & Mitchell, S. (1993). Problem-based learning: A review of the literature on it outcomes and implementation issues. Academic Medicine, 68 (1), 52-81. Caplow, J. H., Donaldson, J. F., Kardash, C. A., & Hosokawa, M. (1997). Learning in a problem-based medical curriculum: Students’ conceptions. Medical Education, 31, 1-8. Chin, C.& Chia, L.G. (2005). Problem-based Learning: Using Ill-Structured Problems in Biology Project Work. Wiley InterScience, De Graaf, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engineering Education, 19 (5), 657-662). Drummond-Young, M. & Mohide, E. A. (2001). Developing problems for use in problem-based learning. In E. Rideout (Ed.), Transforming nursing education through problem-based learning. (pp. 165-191). Boston: Jones & Bartlett. Duch, B. (2001). Writing problems for deeper understanding. In B. Duch, S. E. Groh, & D. E. Allen (Eds.), The power of problem-based learning: A practical “how to” for teaching undergraduate courses in any discipline (pp. 47-53). Sterling, VA: Stylus Publishing. Hung W, Holen JB. (2011). Problem-Based Learning: Preparing Preservice Teachers for Real-World Classroom Challenges. ERS Spectrum, 29(3):29-48. Jonassen, D. H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York: Routledge. Lambros A. (2004). Problem-based learning in middle and high school classrooms: A teacher’s guide to implementation. Thousand Oaks, CA: Corwin Press. Lohman MC, Finkelstein M. (2000). Designing groups in problem-based learning to promote problem-solving skill and self-directedness. Instructional Science, 28:291-307. Mohd-Ali, S., Baharun, H.,Harun, H., Mat Saad, N.S., Puteh-Behak, F., Massari, N., Darmi, R. and Ahmad Mahir, N. (2016). Problem-Based Learning (PBL) Case-Design Training and Model for Language Practitioners. IIOABJ, 7 (7), 1-3. Mohd-Ali, S., Puteh-Behak F, Saad NSM, Darmi R, Harun H, Samah R. (2016). Tackling the Issue of Credibility in Phenomenographic Interviewing to Capture Problem-Based Learning (PBL) Experience. Mediterranean Journal of Social Sciences, 7(4): 184. Norman GR, Schmidt HG. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9): 557-565. Weiss RE. [2003] Designing problems to promote higher-order thinking. In D. S. Knowlton & D. C. Sharp (Eds.), Problem-based learning in the information age (pp. 25-31). San Francisco: Jossey-Bass. Savin-Baden, M. (2000). Problem-based Learning in Higher Education: Untold Stories. Buckingham: SRHE & Open University Press. Sipes, S. M. (2017). Development of a PBL Matrix for Data Collection. Interdisciplinary Journal of a Problem-Based Learning. 11(1).
Öz
Problem-Based Learning (PBL) aligns with approaches
required in second language learning and teaching in which students learn the
target language by practicing it and thus, making it an acceptable pedagogical
choice to cater for the need of the language learners. Case/Problem is the core
element in PBL. The important characteristics of PBL include students learning
with an ill-structured problem in which the problem acts as the starting point
to structure the learning agenda. However, due to lack of knowledge and
experience in crafting cases and the scarcity of case design models for
language, practitioners often find it challenging to employ PBL approach in
their classrooms. This research aims to study the feasibility of using the 3C3R
Case-Design Model (Hung, 2006) in terms of ‘case ill-structuredness’ in crafting
PBL cases for a General English Proficiency (GEP) Course. In this Action
Research approach, four steps (planning, action, observation and reflect) were
closely followed within two cycles of the action research procedure. Data
collection tools were observation checklist and focus group interviews with a
group of English language practitioners which was then analyzed using content
analysis for emerging themes. The findings revealed some significant themes
pertaining to the need for adaptation and inclusion of other components in the
model to craft PBL cases for language courses. One of the significant themes
was on ‘ill-structuredness’ as a component to be included in the 3C3R model.
The findings also suggest the importance of the emerging PBL Language
Case-design Model for language teaching which is expected to be a reference not
only for English Language practitioners with limited case-design knowledge but
also practitioners teaching other languages, for their specific classroom
goals.
Anahtar Kelimeler
Problem-Based Learning (PBL) PBL Language Case-Design Model Ill-structuredness
Kaynakça
- Achilles, C. M. & Hoover, S. P. (1996, November). Exploring problem-based learning (PBL) in grades 6-12. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Tuscaloosa, AL. Albanese, M., & Mitchell, S. (1993). Problem-based learning: A review of the literature on it outcomes and implementation issues. Academic Medicine, 68 (1), 52-81. Caplow, J. H., Donaldson, J. F., Kardash, C. A., & Hosokawa, M. (1997). Learning in a problem-based medical curriculum: Students’ conceptions. Medical Education, 31, 1-8. Chin, C.& Chia, L.G. (2005). Problem-based Learning: Using Ill-Structured Problems in Biology Project Work. Wiley InterScience, De Graaf, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engineering Education, 19 (5), 657-662). Drummond-Young, M. & Mohide, E. A. (2001). Developing problems for use in problem-based learning. In E. Rideout (Ed.), Transforming nursing education through problem-based learning. (pp. 165-191). Boston: Jones & Bartlett. Duch, B. (2001). Writing problems for deeper understanding. In B. Duch, S. E. Groh, & D. E. Allen (Eds.), The power of problem-based learning: A practical “how to” for teaching undergraduate courses in any discipline (pp. 47-53). Sterling, VA: Stylus Publishing. Hung W, Holen JB. (2011). Problem-Based Learning: Preparing Preservice Teachers for Real-World Classroom Challenges. ERS Spectrum, 29(3):29-48. Jonassen, D. H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York: Routledge. Lambros A. (2004). Problem-based learning in middle and high school classrooms: A teacher’s guide to implementation. Thousand Oaks, CA: Corwin Press. Lohman MC, Finkelstein M. (2000). Designing groups in problem-based learning to promote problem-solving skill and self-directedness. Instructional Science, 28:291-307. Mohd-Ali, S., Baharun, H.,Harun, H., Mat Saad, N.S., Puteh-Behak, F., Massari, N., Darmi, R. and Ahmad Mahir, N. (2016). Problem-Based Learning (PBL) Case-Design Training and Model for Language Practitioners. IIOABJ, 7 (7), 1-3. Mohd-Ali, S., Puteh-Behak F, Saad NSM, Darmi R, Harun H, Samah R. (2016). Tackling the Issue of Credibility in Phenomenographic Interviewing to Capture Problem-Based Learning (PBL) Experience. Mediterranean Journal of Social Sciences, 7(4): 184. Norman GR, Schmidt HG. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9): 557-565. Weiss RE. [2003] Designing problems to promote higher-order thinking. In D. S. Knowlton & D. C. Sharp (Eds.), Problem-based learning in the information age (pp. 25-31). San Francisco: Jossey-Bass. Savin-Baden, M. (2000). Problem-based Learning in Higher Education: Untold Stories. Buckingham: SRHE & Open University Press. Sipes, S. M. (2017). Development of a PBL Matrix for Data Collection. Interdisciplinary Journal of a Problem-Based Learning. 11(1).
Ayrıntılar
| Bölüm | Makaleler |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 31 Ağustos 2017 |
| Gönderilme Tarihi | 26 Ağustos 2017 |
| Yayımlandığı Sayı | Yıl 2017Cilt: 3 Sayı: 8 |
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