New Approaches to Problem-Based Learning: Revitalizing Your Practice in Higher Education

Barrett, T., & Moore, S., Eds. (2014). New approaches to problem-based learning: Revitalizing your practice in higher education. New York, NY: Routledge. 312 pp. ISBN 978-0415871495. $59.95 (paperback)

Medical Students’ Perceptions of Their Learning Environment, Well-Being and Academic Self-Concept

Peer reviewe

Preschool children\u27s foreign language vocabulary learning by embodying words through physical activity and gesturing

Research has demonstrated that physical activity involving gross motor activities can lead to better cognitive functioning and higher academic achievement scores. In addition, research within the theoretical framework of embodied cognition has shown that embodying knowledge through the use of more subtle motor activities, such as task-relevant gestures, has a positive effect on learning. In this study, we investigated whether combining both physical activities and gestures could improve learning even more in a 4-week intervention program on foreign language vocabulary learning in preschool children. The main hypothesis that learning by embodying words through task-relevant enactment gestures and physical activities would be perceived as the preferred teaching method and lead to higher learning outcomes than learning by embodying words through task-relevant enactment gestures only, and learning without physical activities or gestures was confirmed by the results. The results of this study hold great promise for instructional methods combining physical activities and gestures as enhancers of children\u27s learning

Микро- и макроскорость роста усталостной трещины в сталях и сплавах под влиянием закрытия трещины

На основе экспериментальных данных показано, что различие между макро- и микроскоростью роста усталостной трещины на втором участке кинетической диаграммы усталостного разрушения обусловлено закрытием трещины в пределах его наличия. Установлены зависимости между макро- и микроскоростью роста усталостной трещины, а также структурой материала на втором участке при разных асимметриях цикла нагружения с учетом влияния закрытия трещины. Создана методика экспертизы разрушения конструкционных материалов по микро- и макроскорости роста усталостной трещины.На основі експериментальних даних показано, що розбіжність між макро- та мікрошвидкістю росту втомної тріщини на другій ділянці кінетичної діаграми втомного руйнування викликана явищем закриття тріщини в межах його наявності. Встановлено залежності між макро- та мікрошвидкістю росту втомної тріщини, а також структурою матеріалу на другій ділянці за різних асиметрій циклу навантаження з урахуванням впливу закриття тріщини. Створена методика експертизи руйнування конструкційних матеріалів за мікро- та макрошвидкістю росту втомної тріщини.On the basis of experimental results, we demonstrate that the disagreement of the macro- and microrates of fatigue crack propagation in the second portion of the fatigue-crack growth diagram is due to crack closure within the region of its presence. Relationships between macroand microrates of fatigue crack propagation and the material structure within the second portion of the curve under various load ratios have been established with account for the influence of crack closure. A procedure is proposed for the expertise of fracture of structural materials according to micro- and macrorates of fatigue crack propagation

Watch your step children! learning two-digit numbers through mirror-based observation of self-initiated body movements

It was investigated whether task-related body movements yield beneficial effects on children’s learning of two-digit numbers and whether these learning effects are affected by mirror-based self-observation of those movements. Participants were 118 first-graders, who were randomly assigned to two movement conditions and two nonmovement control conditions. In the movement conditions, children were instructed to build two-digit numbers by making and simultaneously verbalizing out loud different sized steps representing the smaller units the numbers consisted of (e.g., the number “B36” was construed by saying out loud “B10,” “B20”, “B30,” “B35,” “B36,” while making three big steps, one medium, and one small step) on a ruler across the floor. In one of the movement conditions, the children were additionally asked to observe their steps in a mirror. In the first conventionally taught control condition, the children were asked to verbally build and mark the two-digit numbers on a ruler depicted on a sheet of paper. In the second control condition, children were seated before the ruler across the floor, and after verbally constructing the two-digit number, they had to walk to the appropriate position of the number on the ruler across the floor. In the subsequent test phase, children’s knowledge of two-digit numbers was assessed by a final math test. The results confirmed the hypothesis that the movement conditions lead to higher test performance than the non-movement condition and revealed that test performance was not differentially affected by mirror-based self-observation

Students’ and Teachers’ Experiences With the Implementation of Problem-Based Learning at a University Law School

A few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor’s program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about their experiences with and perceptions of the PBL program. Both students and teachers reported positive study behaviors, such as regular studying and active involvement of students as a result of PBL. However, some issues also arose after implementing PBL: staff members reported dissatisfaction regarding the PBL program and students reported feelings of insufficient preparation for the legal profession. Recommendations on how to address these issues are discussed

Formative assessment as practice: the role of students’ motivation

Formative assessment can be seen as an integral part of teaching and learning, as formative assessment affects students’ learning and vice versa. Students’ motivation can theoretically be placed at the centre of this reciprocal relationship, as formative assessment is assumed to affect students’ need satisfaction of autonomy, competence and relatedness, and consequently their autonomous motivation. In the current study, two assumptions were tested empirically

Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time

In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life problems, selecting literature by the students themselves, and formulating answers to learning issues encourage students’ use of deep processing and self-regulation. In the present study, third-year PBL law students were compared to third-year law students of a lecture-based program with respect to their learning strategies, which were measured with the Inventory Learning Styles (ILS; Vermunt in British Journal of Educational Psychology, 68, 149–171, 1998). In addition, the relation between time invested in self-study and learning strategies, when taking the instructional method into account, was explored. Results showed that PBL students reported to apply deep processing, self-regulation, and external regulation more frequently than their non-PBL counterparts. PBL seems to contribute to the use of effective learning strategies, but PBL students also relied more often on external sources for their regulation, such as teachers, course material, and assessment

Students’ and teachers’ experiences with the implementation of problem-based learning at a university law school

A few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor’s program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about their experiences with and perceptions of the PBL program. Both students and teachers reported positive study behaviors, such as regular studying and active involvement of students as a result of PBL. However, some issues also arose after implementintig PBL: staff members reported dissatisfaction regarding the PBL program and students reported feelings of insufficient preparation for the legal profession. Recommendations on how to address these issues are discussed