How to Cite
Abstract
Problem-based learning (PBL) is the through-going didactics at Aalborg University, but literature shows how integrating PBL into project work is challenging for students. Studies indicate that students especially struggle with the problem analysis section, i.e., what it consists of, how the structure of the analysis should be, etc. Moreover, literature shows that ignorance among students leads to conflicts among group members. The aim of the study was to evaluate the consequences of introducing a problem analysis tool to master students working with a PBL project.
Data analysis showed an increase (with significant p values) in the following 5 topics: 1) the problem analysis term, 2) problem analysis structure, 3) scientific argumentation, 4) learn to analyze instead of explaining, and 5) using literature to argue for a scientific problem.
Significant results showed that students believed that they had increased their understanding of the term problem analysis after being introduced to the problem analysis tool.
References
Amirikhorheh, S., Karimbux, N. Y., & Sc, M. M. (2014). Problem-Based learning in dental literature. Journal of Dental Education, 78(1), 98–109. https://doi.org/10.1002/j.0022-0337.2014.78.1.tb05661.x
Azer, S. A., & Azer, D. (2015). Group interaction in problem-based learning tutorials: a systematic review. European Journal of Dental Education: Official Journal of the Association for Dental Education in Europe, 19(4), 194–208. https://doi.org/10.1111/eje.12121
Barge, S. (2010). Principles of problem and project based learning - the Aalborg PBL model. Aalborg University, 24.
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014
Bollela, V. R., Gabarra, M. H. C., da Costa, C., & Lima, R. C. P. (2009). Students and tutors’ social representations of assessment in problem-based learning tutorials supporting change. BMC Medical Education, 9, 30. https://doi.org/10.1186/1472-6920-9-30
Chen, J., Kolmos, A., & Du, X. (2021). Forms of implementation and challenges of PBL in engineering education: a review of literature. European Journal of Engineering Education, 46(1), 90–115. https://doi.org/10.1080/03043797.2020.1718615
Demirel, M., & Dağyar, M. (2016). Effects of problem-based learning on attitude: a meta-analysis study. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2115–2137. https://doi.org/10.12973/eurasia.2016.1293a
Dolmans, D. H. J. M. (2019). How theory and design-based research can mature PBL practice and research. Advances in Health Sciences Education, 24(5), 879–891. https://doi.org/10.1007/s10459-019-09940-2
Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941
Hasslacher, B., Kapral, R., & Lawniczak, A. (2009). A problem based learning meta analysis : differences across problem types, implementation types, disciplines, and assessment levels andrew walker and heather leary. Learning, 3(1), 12–43. http://www.ncbi.nlm.nih.gov/pubmed/12780009
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Holgaard, J. E., Ryberg, T., Stegeager, N., Stentoft, D., & Thomassen, A. O. (2021) An introduction to problem-based learning in higher education. (1. edition). (pp. 1-18). https://doi.org/10.4018/978-1-7998-8177-3.ch001. ISBN: 9788759338957
Holgaard, J. E., Ryberg, T., Stegeager, N., Stentoft, D., & Thomassen, A. O. (2020). PBL : Problembaseret læring og projektarbejde ved de videregående uddannelser. (2. udgave.). Samfundslitteratur. ISBN: 9788759337035
Kneupper, C. W. (1978). Teaching argument: an introduction to the toulmin model. College Composition and Communication, 29, 237–241.
Kolmos, A., Du, X., Holgaard, J. E., & Jensen, L. P. (2008). Facilitation in a PBL environment (Learning Chair in Problem Based (ed.); UCPBL UNES). http://vbn.aau.dk/files/16177510/facilitation_in_a_pbl_environment.pdf
Nielsen, J. A. (2013). Dialectical features of students’ argumentation: a critical review of argumentation studies in science education. Research in Science Education, 43(1), 371–393. https://doi.org/10.1007/s11165-011-9266-x
O Doherty, D., Mc Keague, H., Harney, S., Browne, G., & McGrath, D. (2018). What can we learn from problem-based learning tutors at a graduate entry medical school? a mixed method approach. BMC Medical Education, 18(1), 96. https://doi.org/10.1186/s12909-018-1214-2
Savin-baden, M. (2020). What are problem-based pedagogies? Journal of Problem Based Learning, 7(1), 3–10. https://doi.org/10.24313/jpbl.2020.00199
Stentoft, D. (2019). Problem-based projects in medical education: extending PBL practices and broadening learning perspectives. Advances in Health Sciences Education, 24(5), 959–969. https://doi.org/10.1007/s10459-019-09917-1
Sukackė, V., Guerra, A. O. P. de C., Ellinger, D., Carlos, V., Petronienė, S., Gaižiūnienė, L., Blanch, S., Marbà-Tallada, A., & Brose, A. (2022). Towards active evidence-based learning in engineering education: a systematic literature review of PBL, PjBL, and CBL. Sustainability (Switzerland), 14(21). https://doi.org/10.3390/su142113955
Telléus, P. K., Bertel, L. B., Velmurugan, G., & Kofoed, L. B. (2023). Problems, complexity and interdisciplinarity. In PBL for a digital future (p. (in press)).
Thomassen, A. O., & Stentoft, D. (2020). Educating students for a complex future: why integrating a problem analysis in problem-based learning has something to offer. Interdisciplinary Journal of Problem-Based Learning, 14(2). https://doi.org/10.14434/ijpbl.v14i2.28804
Thorndahl, K. L., Velmurugan Giajenthiran, & Stentoft, D. (2018). The significance of problem analysis for critical thinking in problem-based project work. 7th International Research Symposium on PBL : Innovation, PBL and Competences in Engineering Education, 430–440. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=eZ4nmJgAAAAJ&citation_for_view=eZ4nmJgAAAAJ:u5HHmVD_uO8C
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022). Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Medical Education, 22(1), 1–12. https://doi.org/10.1186/s12909-022-03154-8
Velmurugan, G., Stentoft, D., & Davidsen, J. (2021). Disagreeing about the problem in PBL: how students negotiate disagreements regarding the problem in PBL. Journal of Problem Based Learning in Higher Education, 9(1), 42–62. https://doi.org/10.5278/ojs.jpblhe.v9i1.6241
Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education, 19(6), 671–684. https://doi.org/10.1080/13562517.2014.901958
Wun, Y. T., Tse, E. Y. Y., Lam, T. P., & Lam, C. L. K. (2007). PBL curriculum improves medical students’ participation in small-group tutorials. Medical Teacher, 29(6), e198-203. https://doi.org/10.1080/01421590701294349
Yew, E. H. J., & Goh, K. (2016). Problem-based learning: an overview of its process and impact on learning. In Health Professions Education, 2(2), 5–79. https://doi.org/10.1016/j.hpe.2016.01.004
Zakaria, M. I., Maat, S. M., & Khalid, F. (2019). A systematic review of problem based learning in education. Creative Education, 10(12), 2671–2688. https://doi.org/10.4236/ce.2019.1012194
Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35–62. https://doi.org/https://doi.org/10.1002/tea.10008
Articles published in Journal of Problem Based Learning in Higher Education are following the license Creative Commons Attribution (CC-BY)
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY). Further information about Creative Commons