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Problem-based learning and mediated learning experience : an exploratory study
Abstract
The purpose of this study is to investigate the extent Mediated Learning Experience (MLE) is present in a secondary school Problem-Based Learning (PBL) approach.
This study explores (i) the presence of MLE parameters in the various stages of PBL, (ii) the students' perception and experience of the various MLE parameters in a PBL environment.
Data was gathered through lesson observations and interviews with the students. The investigator was the observer and interviewer for the data collection phases of this study. Observations were done using rating charts and the presence of MLE parameters were quantified using mean ratings for each MLE scale. The mean ratings were then transferred to a PBL vs MLE matrix. Interviews with 5 students of the sample group formed the basis of qualitative data, recorded on an intensity chart that charts the students' perception of MLE parameters in the PBL environment. Case Vignettes from interviews with the 5 students were used to corroborate the findings from observations.
The study involved data collection from the 3 instruments, namely the PBL vs MLE matrix, Intensity Chart and Case Vignettes. Data obtained from each instrument was analysed separately. The insights gained from these analyses were not always consistent. Where these inconsistencies could not be explained by reference to relevant theory, the findings concerned were further investigated to provide a rational account.
The results of this study suggests the strong presence of the Intentionality and Reciprocity (IR), Meaning (ME), Transcendence (T) and Feeling of Competence (FC) parameters in the various stages of the PBL under study. The first three parameters -- IR, ME and T -- are essential and sufficient conditions for a mediated interaction to take place.
The moderate presences of the Interdependency and Sharing (IS), Individual Uniqueness and Esteem (IU), Search for Optimistic Alternatives (OA) and Challenge of Novelty and Complexity (NC) parameters highlighted the important fact that different parameters are present in varying degrees throughout the PBL cycle. Different activities carried out during the different stages necessitated and brought forth mediation of different MLE parameters.
The high intensities of students' perception of most MLE parameters confirm the presence of the MLE parameters in the PBL cycle. As reflected in the analysis of the Case Vignettes, the presence of the MLE parameters in the PBL cycle enables a learning process that involves potential changes in metacognitive structures.
The insights acquired from this study indicate possible refinements to current PBL practices, so as to make it a viable instructional method underpinned by sound MLE practices.
These findings will encourage teachers in Singapore to adopt a wider repertoire of teaching and learning approaches that support the intent of educational initiatives such as TSLN (Thinking Schools, Learning Nation). Correspondingly, if the centrality of the teacher-mediator to PBL is established, then the cognitive development of teachers will be of significance, with the aim to enhance their effectiveness as mediators in 21st century pedagogy.
This study explores (i) the presence of MLE parameters in the various stages of PBL, (ii) the students' perception and experience of the various MLE parameters in a PBL environment.
Data was gathered through lesson observations and interviews with the students. The investigator was the observer and interviewer for the data collection phases of this study. Observations were done using rating charts and the presence of MLE parameters were quantified using mean ratings for each MLE scale. The mean ratings were then transferred to a PBL vs MLE matrix. Interviews with 5 students of the sample group formed the basis of qualitative data, recorded on an intensity chart that charts the students' perception of MLE parameters in the PBL environment. Case Vignettes from interviews with the 5 students were used to corroborate the findings from observations.
The study involved data collection from the 3 instruments, namely the PBL vs MLE matrix, Intensity Chart and Case Vignettes. Data obtained from each instrument was analysed separately. The insights gained from these analyses were not always consistent. Where these inconsistencies could not be explained by reference to relevant theory, the findings concerned were further investigated to provide a rational account.
The results of this study suggests the strong presence of the Intentionality and Reciprocity (IR), Meaning (ME), Transcendence (T) and Feeling of Competence (FC) parameters in the various stages of the PBL under study. The first three parameters -- IR, ME and T -- are essential and sufficient conditions for a mediated interaction to take place.
The moderate presences of the Interdependency and Sharing (IS), Individual Uniqueness and Esteem (IU), Search for Optimistic Alternatives (OA) and Challenge of Novelty and Complexity (NC) parameters highlighted the important fact that different parameters are present in varying degrees throughout the PBL cycle. Different activities carried out during the different stages necessitated and brought forth mediation of different MLE parameters.
The high intensities of students' perception of most MLE parameters confirm the presence of the MLE parameters in the PBL cycle. As reflected in the analysis of the Case Vignettes, the presence of the MLE parameters in the PBL cycle enables a learning process that involves potential changes in metacognitive structures.
The insights acquired from this study indicate possible refinements to current PBL practices, so as to make it a viable instructional method underpinned by sound MLE practices.
These findings will encourage teachers in Singapore to adopt a wider repertoire of teaching and learning approaches that support the intent of educational initiatives such as TSLN (Thinking Schools, Learning Nation). Correspondingly, if the centrality of the teacher-mediator to PBL is established, then the cognitive development of teachers will be of significance, with the aim to enhance their effectiveness as mediators in 21st century pedagogy.
Date Issued
2003
Call Number
LB1027.42 Chu
Date Submitted
2003