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1

Zastosowanie metody studium przypadku w kształceniu menedżerów

100%

Zięba M., Ziółkowski A.

e-mentor

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2015

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issue 1 (58)

55-59

EN

Training with the use of problem-based learning has become increasingly popular at all levels of education, including business education. An example of this type of learning is case study method. This method allows developing skills and competencies used by managers in their work, for example ability to synthesize, identify problems, and make decisions. Despite many advantages of the case study method and its widespread use in the training of executives and managers, it is used to illustrate the problems of small and medium-sized enterprises (SMEs) relatively rarely. Many business case studies are based on the problems faced by large companies, and not those from the SME sector, which greatly reduces the possibility of using this method of training for managers and owners of SMEs. This paper helps to solve this problem by presenting a model used to create business case studies devoted to the needs of SMEs. Case studies created on the base of this model can be used to train managers, supervisors, owners of such companies and prospective candidates. The model can also be developed and modified, which increases its potential application in other training areas. The model was developed and tested within the INNOCASE project (project website: www.innocase.zie.pg.gda.pl).

2

Effects of PBL Implementation on Teaching of Geography in High School

100%

Herceg Mandić V., Ivkov-Džigurski A.

The New Educational Review

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2013

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vol. 33

143-154

EN

Problem-Based Learning (PBL) represents a major development and change in educational practice that continues to have a large impact across subjects and disciplines worldwide. PBL is a successful teaching and learning strategy used to engage students in deep rather than surface learning and where the learning is student focused rather than teacher focused (Biggs,1999). The paper presents the comparison of PBL with traditional learning in the teaching of geography in high school. Comparative analysis of the results of the pedagogical experiment, which included three high schools, 14 classes with 339 students, is carried out. In the statistical analysis of data t-test was used to check the hypothesis on the differences of the arithmetic means. The results of the final test showed that there was a significant difference in the arithmetic means between the students who had taken a PBL course and the students who had taken a traditional course. It can be concluded that PBL has a positive impact on improving student achievement in the learning of geography in elementary and secondary schools.

3

Gender-Sensitive Effect of Problem-Based Learning on Student Performance in Indonesian Teacher College Classes

100%

Nurjanah N., Suryadi A., Abdulhaq I., Budimansyah D.

The New Educational Review

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2019

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vol. 55

54-63

EN

To restore the quality of education, the 2013 curriculum reform in Indonesia urged teachers to employ pupil-centered, thematic problem-based learning (PBL). This study examined whether the PBL collaborative learning enabled students to learn better and in an equal manner through an array of cross-cutting aspects like race, social class, and gender. The presented study involved two teacher colleges and randomly assigned undergraduate classes that were taught with the use of PBL practices while other comparable classes were taught through traditional lecturing. It was found that the students in the experimental group performed better and more equalized than those in the other group. This is to assist the teacher colleges to teach their student-teachers to design and practice more engaging classes where boys and girls are given equal chances to foster their potentials to the fullest.

4

Comparative analysis of the acquired clinical skills assessment of undergraduate medical students in a problem-based learning and traditional curricula

88%

Radionova Z., Hristova P.

Perspectives of Innovations, Economics and Business

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2010

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vol. 6

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issue 3

120-122

EN

The article describes the results from the comparative analysis of the acquired clinical skills’ assessment of undergraduate medical students in an innovative problem-based learning (PBL) and traditional curriculum. Attention is paid on the fact that even partially introduced in part of the early phases of the curriculum the PBL format of education has its impact on the future clinical functioning of the medical students. The PBL students performed better in comparison with their peers from the traditional track in regard to: the complete history taking as gathering data for the family history, available contacts with acute infectious diseases and known allergies to foods, drugs and other substances; and the use of more laboratory and other tests for building a diagnostic plan.

5

Transforming the Classroom into a Reflective Community: A Blended Learning Instructional Approach

88%

Dovros N., Makrakis V.

Journal of Teacher Education for Sustainability

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2012

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vol. 14

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issue 2

73-88

EN

Critical and reflective thinking is acknowledged as one of the key skills within education for sustainable development whereas sustainable development requires a shift in the mental models which frame our thinking and inform our decisions and actions. This paper describes the implementation of a blended learning lesson unit which aimed at activating pupils’ reflective thinking in order to negotiate the controversial topic of genetically modified food (GMF). It describes a small case study that was implemented in a semi-rural school in Chania, Crete, with the participation of 23 pupils from Form 6. Specific changes in the pedagogical practices were adopted, pertaining to content, time and space conventions and the use of online learning activities. The instructional design incorporated a five-stage instructional session, which started by the introduction of a problematic situation, continued with the infusion of cognitive dissonance procedures and ended with a reflective evaluation activity. The pupils’ stances towards the open learning procedure and the integration of online activities were positive, while certain changes in their beliefs about the issue of GMF were observed, due to the design of the learning approach.

6

Unconventional ways of solving problems in mathematics classes

88%

Doulík P., Eisenmann P., Přibyl J., Škoda J.

The New Educational Review

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2016

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vol. 43

53-67

EN

The contribution enquires into possibilities of application of the heuristic methods in the teaching process, specifically its applications during the classes of mathematics in grammar school. In the frame of the research the influence was monitored of the unconventional way of solving problems during classes of mathematics in relation to the evaluation of educational advancements. Furthermore, pupils evaluated their attitude towards mathematical study including their viewpoint on problematic exercises in maths and the successfulness of solving these mathematical exercises was also evaluated. The results of the experimental group were compared to the same areas in the control group.

7

Technological Support and Problem-Based Learning as a Means of Formation of Student's Creative Experience

88%

Cakula S.

Discourse and Communication for Sustainable Education

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2011

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vol. 2

46-55

EN

Problem-based learning and technology support for students in higher education investigates the new perspectives of education in connection with the change of life paradigm. The present research seeks to find out what study methods and technology support can be used for developing students' creative experience in the context of education for sustainable development. The research provides an analysis of the main concepts revealing the essence of the study process. The opportunities of using information technology in the study process to meet the needs of students' research activities in the form of cooperative learning are described. The research is based on Dewey and Brunner's theory as a basis of the educational process in the modern world of technologies. Developing creative experiences is a basic concept for sustainable development of education in today's information society.

8

Design Thinking as a Tool for Participatory and Transformative Translator Education

75%

Klimkowski K., Klimkowska K.

Research in Language

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2021

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vol. 19

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issue 2

155-167

EN

This article outlines the main tenets and the working cycle of Design Thinking, which is a problem-solving methodology. We argue that this methodology helps train qualities and skills that are particularly beneficial for students of translator education programmes. We recommend Design Thinking for translation teachers who subscribe to post-positivist, constructivist and other problem-based, participatory and collaborative educational approaches. The latter part of the article presents examples of classroom activities developed with the use of Design Thinking methodology. The activities focus mostly on communicative interactions between participants, since we believe that the major advantage of Design Thinking for the translation classroom is that it offers a structured scaffolding to improve classroom communication.

9

ВИКОРИСТАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАЛЬНОМУ ПРОЦЕСІ (ДОСВІД США)

63%

Корнієнко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 4(48)

66-74

EN

The study of various aspects of training future professionals in the United States has showed that the coverage of certain technologies specialists training is not sufficient to prepare high-quality specialist of his occupation. Therefore, the aim of our research is to study innovative technologies, their use in the educational process in higher educational institutions in the USA and the American experience in the use of Ukrainian higher education. To conduct our research we have used such methods as the method of scientific analysis, interpretation and analytical method, which have contributed to the study and analysis of monographic and educational literature, a prognostic method to formulate generalizations and specification of research findings. The study has showed that the core technology which is used for the preparation of future professionals at colleges and universities in the USA is a contextual learning, built according to the main principles of a person centered and problem-activity training. As practice shows, the development of critical thinking of future professionals is the most effective in the process of problem education. One way to involve the students actively in the learning process is to stimulate critical analysis of existing and received knowledge. Individual training and skills of independent analytical work metacognitive skills; however, it does not contribute to the necessary degree of solving one of the most important tasks of training - development of future specialists skills in team cooperation, productive interpersonal interaction, the ability and willingness to take responsibility for the decisions taken and be responsible for their implementation and in front of team. In this perspective, it will be better to implement cooperative learning technologies and group co-operative learning. Modern innovative technologies offer new opportunities for future specialists: projects implemented electronically, allowing them to adjust quickly immediately after receiving feedback from project managers. Describing the technology for future professionals at colleges and universities in the USA, we have considered important to note their focus on the personality of each student problematical, analytical and reflective and creative orientation. Using American experience will create new opportunities for Ukrainian higher education press a quality educational service for future professionals.

10

ІННОВАЦІЙНІ МЕТОДИ ВИКЛАДАННЯ ІНОЗЕМНИХ МОВ ДЛЯ СТУДЕНТІВ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙ

63%

Скарлупіна Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 4(58)

347-353

EN

The article is aimed to examine the international experience of using innovative methods in the foreign languages teaching for the students of non-language faculties. The critical analysis of the literature, the deep study and summarizing of the positive experience of Ukrainian, European and American teachers of English and French as foreign languages allowed the author to focus on the efficiency of the introducing new approaches to teaching foreign languages, for special purposes in particular. Such methods as problem-based learning, blended learning, communicative language teaching, together with technology-based approaches, such as blog or Bring Your Own Device method, are briefly described in the article. The article is focused on the active role of a student, when the role of a teacher is that of a facilitator, helping students with the activities they do themselves. The basic principle of the problem-based learning is the fact, that the language learning is strengthened by the students’ experience in the other fields. Students not only acquire language competences, but become proficient in problem-solving, logical thinking and team work, thus becoming more competitive in their future career. Innovative technologies, in their turn, give both the teacher and the students not only the opportunity to get access to the unlimited sources of information, but to find the new ways of interaction, to see the language course relevance and possibilities of its practical use, that is to improve the interdisciplinary connections. The practical significance of this article is closely connected with the effectiveness of the methods discussed, possibilities of their implementation into the language teaching. The above-mentioned efficiency is proved by the experience of using institutional and teacher created blogs for the language-teaching purposes. It goes without saying that the peculiarities of these methods, as well as the aspects of teaching adults, should be taken into account. Their influence upon the students’ motivation cannot be overestimated, but at the same time, they can cause such problems as lack of cognitive activities. This fact can be the basis for the further study of the modern technologies impact on a future professional’s personal development as well as the role of the foreign language teacher and the necessity of the life-long learning.

11

Przeżycia i emocje towarzyszące studentom pierwszego roku magisterskich studiów logopedycznych

63%

Dębski R., Matusiak F., Młyński R.

Logopedia Silesiana

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2020

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issue 9

EN

Problem-based Learning (PBL) has had a significant impact on tertiary education programs around the world in recent years, including programs in speech-language pathology. In Poland, the change from traditional teaching forms, such as lectures and classes, to problem-based tutorials has been a noticeable trend. There is a scarcity of research devoted to PBL adaptations in Poland, including research on student reception of this approach to education. The present study describes the experiences and emotions accompanying a purposive sample of six participants, firstyear students of Master’s speech therapy studies at Jagiellonian University, at the time of enrolling in the PBL program, during their studies and when they consider their future work as speech therapists. The phenomenological analysis of in-depth interview data has made it possible to identify several lead and peripheral themes which can become the basis of actions aimed at improving student response to problem-based learning in speech pathology education.

PL

Nauczanie problemowe (ang. Problem-based Learning) wywarło w ostatnich latach duży wpływ na światową dydaktykę akademicką, w tym na dydaktykę logopedyczną. W Polsce zauważalnym trendem w kształceniu uniwersyteckim staje się przechodzenie od form tradycyjnych, czyli wykładów i ćwiczeń, do metody problemowej. Wciąż brakuje jednak badań adaptacji metody problemowej w warunkach polskich, w tym badań dotyczących odbioru takiej formy kształcenia przez studentów. W artykule przedstawiono badania jakościowe dotyczące przeżyć i emocji, jakie towarzyszyły sześciorgu studentom (próba celowa) pierwszego roku magisterskich studiów logopedycznych na Uniwersytecie Jagiellońskim podczas wyboru studióww formacie metody problemowej, studiowania oraz planowania pracy w zawodzie logopedy. Fenomenologiczna analiza wywiadów pogłębionych pozwoliła wyłonić tematy wiodące i peryferyjne, które mogą stać się podstawą działań zmierzających do poprawy odbioru nauczania problemowego przez studentów logopedii.

12

Assessment and evaluation in problem-based learning in the course of training students majoring in engineering

51%

GERTSIY A., ISHCHUK N.

Edukacja-Technika-Informatyka

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2012

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vol. 3

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issue 1

87-92

EN

The article deals with the methods for assessments and evaluation of knowledge and professional skills of students’ majoring in engineering in the course of their problem-based learning. Offered are the methods for testing and evaluating students’ theoretical knowledge, practical skills and logical-analytical thinking. Shown are the results of the experiment, which prove that PBL promotes students’ confidence in their problem-solving skills which can be of benefit to their future courses and in careers

PL

Artykuł dotyczy metod oceny i ewaluacji wiedzy i umiejętności zawodowych studentów na kierunkach inŜynierskich w trakcie nauki przez rozwiązywanie problemów. Opisane są tu metody testowania i oceny teoretycznej wiedzy uczniów, umiejętności praktycznych i myślenia analitycznego-logicznego. Przedstawione są wyniki eksperymentu, które dowodzą, Ŝe PBL wzmaga pewność studentów w zakresie umiejętności rozwiązywania problemów, które mogą być wykorzystane w ich dalszym kształceniu i rozwoju kariery

Refine search results

Zastosowanie metody studium przypadku w kształceniu menedżerów

Effects of PBL Implementation on Teaching of Geography in High School

Gender-Sensitive Effect of Problem-Based Learning on Student Performance in Indonesian Teacher College Classes

Comparative analysis of the acquired clinical skills assessment of undergraduate medical students in a problem-based learning and traditional curricula

Transforming the Classroom into a Reflective Community: A Blended Learning Instructional Approach

Unconventional ways of solving problems in mathematics classes

Technological Support and Problem-Based Learning as a Means of Formation of Student's Creative Experience

Design Thinking as a Tool for Participatory and Transformative Translator Education

ВИКОРИСТАННЯ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАЛЬНОМУ ПРОЦЕСІ (ДОСВІД США)

ІННОВАЦІЙНІ МЕТОДИ ВИКЛАДАННЯ ІНОЗЕМНИХ МОВ ДЛЯ СТУДЕНТІВ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙ

Przeżycia i emocje towarzyszące studentom pierwszego roku magisterskich studiów logopedycznych

Assessment and evaluation in problem-based learning in the course of training students majoring in engineering