Literaturnachweis - Detailanzeige
| Autor/inn/en | Hernández-Ramos, José; Pernaa, Johannes; Cáceres-Jensen, Lizethly; Rodríguez-Becerra, Jorge |
|---|---|
| Titel | The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review |
| Quelle | In: Education Sciences, 11 (2021), Artikel 640 (16 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Hernández-Ramos, José) ORCID (Pernaa, Johannes) ORCID (Cáceres-Jensen, Lizethly) ORCID (Rodríguez-Becerra, Jorge) |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2227-7102 |
| Schlagwörter | Science and Society; Problem Based Learning; Vignettes; Technology Integration; Instructional Effectiveness; Educational Research; Undergraduate Study; High Schools; Pedagogical Content Knowledge; Technological Literacy; Sustainable Development; Science Education |
| Abstract | Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed as a starting point for acquiring and integrating new knowledge. However, there is no comprehensive knowledge regarding the possibilities of this approach. The objective of this systematic review is to produce this knowledge via the PRISMA method. The strategy is used to explore the effects of the described approach through implementations conducted at secondary and undergraduate levels. The data consisted of 33 research articles that were categorised via qualitative content analysis. According to the results, PBL scenarios exploit mainly local SSIs that link scientific knowledge with a meaningful context for students. Technology is principally used in offering technical support for teaching tasks. Lastly, these results are discussed from the technological pedagogical science knowledge (TPASK) framework perspective, which proposes guidelines for achieving the Sustainable Development Goals (SDG). (As Provided). |
| Anmerkungen | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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