Measuring the Effects of Problem-Based Learning on the Development of Postformal Thinking Skills and Engagement of First-Year Learning Community Students

Autor/inn/en	Wynn, Charles T., Sr.; Mosholder, Richard S.; Larsen, Carolee A.
Titel	Measuring the Effects of Problem-Based Learning on the Development of Postformal Thinking Skills and Engagement of First-Year Learning Community Students
Quelle	In: Learning Communities: Research & Practice, 2 (2014) 2, Artikel 4 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-804X
Schlagwörter	Problem Based Learning; Thinking Skills; Skill Development; College Freshmen; First Year Seminars; History Instruction; Learner Engagement; Relevance (Education); Metacognition; Reflection; Communities of Practice; Outcomes of Education; Models; Teaching Methods; Achievement Gains; Piagetian Theory; Problem Solving; Cognitive Ability; Intervention; Instructional Effectiveness; Questionnaires; Likert Scales; Statistical Analysis; Hypothesis Testing; Pretests Posttests; Georgia + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Studienanfänger; History lessons; Geschichtsunterricht; Relevance; Relevanz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Community; Lernleistung; Schulerfolg; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Problemlösen; Unterrichtserfolg; Fragebogen; Likert-Skala; Statistische Analyse; Hypothesenprüfung; Hypothesentest
Abstract	This article presents an instructional model for teaching a gateway history course that affects students by: 1) improving their ability to think at higher levels; 2) increasing engagement; and 3) enhancing their perception of the relevancy of the course material in comparison to traditional lecture and discussion. The model includes problem-based learning, a metacognitive reflection inducing approach to discussion, and integration into a learning community (PBL LC). The researchers conducted an evaluation of the outcomes of PBL LC and compared them to the outcomes of the same course taught by model methods without the learning community (PBL History) and by traditional lecture and discussion (TLD). We used a neo-Piagetian framework for developing the metacognitive reflection approach that also identified our target for higher level thinking and adult complex problem solving ability, i.e. postformal thinking dynamics. Change in cognitive ability, engagement and perception of relevancy of the content were measured using both quantitative and qualitative techniques. The results indicated that students taught with PBL LC had the highest levels of postformal thinking change, engagement, and perception of content relevancy, with both PBL LC and PBL resulting in higher levels than TLD. (As Provided).
Anmerkungen	Evergreen State College's Washington Center, the National Resource for Learning Communities. 2700 Evergreen Parkway NW, SEM II E2115, Olympia, WA 98505. Tel: 360-864-6606; Fax: 360-867-6662; e-mail: washcenter@evergreen.edu; Web site: http://washingtoncenter.evergreen.edu/lcrpjournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01