Problem-based Learning: An Analysis of its Application to the Teaching of Programming (original) (raw)
Related papers
Using the Methodology Problem-Based Learning to Teaching Programming to Freshman Students
International Journal of Information and Education Technology, 2023
This work registers the initial results of a teaching strategy implemented with students entering the Algorithms discipline with a higher degree in Computing. This discipline offered to first-year students records cases of dropout and evasion. Thus, it is necessary to implement teaching strategies to provide engagement, interest, and motivation with the subjects worked on. The main objective is apply an active methodology problem-based learning in programming teaching. In this work participated 177 students in the years 2019-2 (47), 2020-1/2020-2 (83), and 2021-2 (47), enrolled in the first period of the course. The methodology adopted for the development of this study consisted of: use of questionnaires to measure prior knowledge about computing concepts; group discussion of the answers recorded in the questionnaire; development of an APP for smartphone; use of the PBL (Problem-based learning) methodology as a learning strategy. It is an activity related to the active teaching and learning methodology of problem-based learning that is being developed on the first day of class in groups of up to five students. The strategy consisted of two actions: 1) answering a questionnaire associating everyday computing elements; and 2) even though the programming concepts were not presented, the groups were challenged to develop a smartphone application. Each group received a questionnaire containing 19 questions divided into four blocks. What can be seen from the completion of this work was the enthusiasm, motivation, and engagement of the students, who, even though they were newcomers, organized themselves into groups and researched the necessary strategies to complete the challenge. When measuring the knowledge obtained through the application of a questionnaire relating to the content (with the participation of 62% of students), it was found that 81% of the participants obtained the necessary grade for approval of that content. Following the strategy of an active methodology of learning and teaching that favors the protagonism and autonomy of the student, we concluded that strategy was benefic for to the students, and the teacher acted as a guide in the teaching process, directing what should be researched to find the solution and serving as a tutor in the resolution of the problem presented. Preliminarily, part of this study was presented at the 2nd International Computer Programming Education Conference.
A case study of the adaptation of problem-based learning for programming subjects
This article describes a case study of the adaptation of the problem-based learning (PBL) method for a programming subject. For this study, we focused in a web programming subject which is part of the academic programme for the Computer Science degree at the University of Oviedo. Taking as base previous implementations of PBL by other universities, we propose a method adapted to programming learning. This article analyses pros and cons resulted from applying this method in the web programming course, as well as results obtained from the study, including comparative grade distribution and appreciations from lecturers and students.
Identification of best practice in the use of problem based learning in the teaching of Computing
2002
This paper presents the findings of an initial study to identify the use of Problem-based Learning in the teaching of computing within higher education programmes. The study aimed to identify examples of the use of PBL, as well as examples of good practice and issues that needed consideration for successful implementation. Practitioners were surveyed in the UK, Singapore, Australia, Sweden and USA. The study found that the use of PBL in the teaching of computing does not appear to be widespread, but, where it was in use, a number of benefits were reported. These included improved student motivation, employability, student retention and pass rates. The paper also identifies a number of challenges that face implementers; and it includes some recommendations that may assist tutors wanting to use PBL within the teaching of computing.
Problem Based Learning: A Student-Centered Approach
English Language Teaching, 2019
Problem-based learning is a teaching method in which students' learn through the complex and open ended problems. These problems are real world problems and are used to encourage students' learning through principles and concept. PBL is both a teaching method and approach to the curriculum. It can develop critical thinking skill, problem solving abilities, communication skills and lifelong learning. The purpose of this study is to give the general idea of PBL in the context of language learning, as PBL has expanded in the areas of law, education, economics, business, social studies, and engineering. It encourages students to develop skills that can be useful for their future and in practical life within a team environment. For the language classroom in Arab countries, where English is spoken as a foreign language PBL can be very useful. Trained teachers can design problems to meet the needs of the learners, that can be useful to improve English practically in social context.
The goal of this study to expand a version to develop a model to examine the effectiveness of using a problem based learning (PBL) approach as a method of facilitating students' achievement, and incorporating the literature of PBL approach for educational purpose. Therefore, this research hypothesizes that use PBL approach effect on students' learning motivation, students 'thinking, students' learning difficulties on learning, students' learning style, and students' learning skills that in turn, affect students' achievements. To achieve the research goal, the research employed a questionnaire as the main data collection method and dispensed it to 88 university students all of whom use PBL approach. The findings were obtained via a quantitative research method, Structural Equation Modeling (SEM). This research found a significant relationship between PBL approach with students' learning motivation, students 'thinking, students' learning difficulties on learning, students' learning style, and students' learning skills that in turn, affect students' achievements. Hence, the research indicates that PBL approach enhances the students' achievements, and allows to sharing knowledge, information and discussions, and therefore, we recommend students to utilize PBL approach for education purpose and should have encouraged them through lecturers at universities. INDEX TERMS Problem based learning approach, structural equation modeling (SEM), students' achievements.
Features and characteristics of problem based learning
Throughout the years, there appears to be an increase in Problem Based Learning applications in education; and Problem Based Learning related research areas. The main aim of this research is to underline the fundamentals (basic elements) of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look for the latest technology supported tools of Problem Based Learning). This research showed that the most researched characteristics of PBL are; teacher and student assessments on Problem Based Learning, Variety of disciplines in which Problem Based Learning strategies were tried and success evaluated, Using Problem Based Learning alone or with other strategies (Hybrid or Mix methods), Comparing Problem Based Learning with other strategies, and new trends and tendencies in Problem Based Learning related research. Our research may help us to identify the latest trends and tendencies referred to in the published studies related to " problem based learning " areas. In this research, Science Direct and Ulakbim were used as our main database resources. The sample of this study consists of 150 articles.
Students' Behaviour and Opinions toward the Implementation of Problem-Based Learning
Teacher-centered learning tends to consider students as passive receptors of information as the teachers are doing all the talking and basically imposing ideas upon their students. Student motivation within teacher-centered learning settings tends to take the form of competition between students, mostly based on grades (Attard etal., 2010: 8). According to McLellan and Soden (2004: 254), within this learning approach, the pedagogic methods used are lecturing, note-taking, and memorizing information. The student-centered learning (SCL) approach, on the other hand, allows the students to do all the work. To learn, the students have to be doing all the work; not the teachers. The students have the freedom and are in control of their learning. The philosophy underlying the student-centered learning approach is that the student experience in learning is precisely 'active learning' in which it helps students to learn independently (MacHermer and Crawford, 2007: 11). Furthermore, within student-centered learning, there is an intrinsic motivation with emphasize being on cooperation rather than competition between students (Di Ioio, et al, 2010:8). This research is aimed to observe the students'behavior in PBL class and to explore their opinions toward the implementation of Problem Based Learning in their class. In seeking for the answers, as many as thirty-five participants from a university in Bandungwere given activities based on Problem-Based Learning (PBL) as one of the best alternatives to traditional classroom learning (Study Guides and Strategies, 2011).The activities of the students are based on the theory guiding of the Problem-Based Learning framework proposed by Spence (2004)in which the students pursue solutions by exploring the issues, defining the problem, investigating solutions, researching the knowledge, writing the solution, and reviewing the performance. The method used in this research is descriptive method by collecting, processing, analyzing, interpreting, and concluding data. The data are gathered through observation, questionnaire, interview, and students' journal.
Fourth Issue of the Journal of Problem Based Learning in Higher Education
2015
We are pleased to introduce the fourth issue of the Journal of Problem Based Learning in Higher Education. Current issue is composed of five research papers and two PBL cases. These address different aspects of PBL in higher education as and represent an international experiences and knowledge with contributions from Brazil, Denmark, Germany and Morocco. The first three papers and the two cases touch upon the role of the teacher in facilitating problem based learning processes. These papers address the complex questions of how teachers can actually implement and teach PBL to students. The fourth paper reports on students‟ attitudes towards different types of exams (e.g. individual exams and group exams) in two engineering programs at Aalborg University. The fifth paper compares three different learning designs in an introductory computer science course on programming. The current issue explores a diverse set of aspects related to research in Problem Based Learning: teachers and supe...
Reflections on a first time experience of problem-based learning
New Directions in the Teaching of Physical Sciences
The aim of this paper is to share the author‟s experience of Problem-Based Learning (PBL). The paper also discuss some of the author‟s opinions and views about PBL and highlight some of the problems faced by the author as a facilitator as well as point out some of the problems faced by the students.