The impact of problem-based learning teaching model on the performance of the problem-solving and cooperative learning of grade eight students

• Main Authors: Chung-Chen Hsu, 徐崇城
• Other Authors: Kun-Yuan Yang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/ga92b8

碩士 === 中原大學 === 教育研究所 === 93 === The aim of this study was to design and implement a problem-based learning teaching model and the corresponding teaching materials of science course that were adaptable to 8th grade students. The effects of this teaching model on students’ performances of problem-solving and cooperative learning abilities were investigated. The results of this study would provide information and suggestions for educators and researchers in the future. The case study method was applied in this study. The sample was a science class that consisted of 39 8th grade students of one junior high school in Taoyuan County, Taiwan. The S-type grouping method was used to divide these students into six heterogeneous study groups based on the average scores of their six examinations taken in 7th grade. This experimental teaching lasted for four months. Observation, questionnaire, semi-structured interview, and students’ portfolios were used to collect data during the teaching period. The “problem-solving rubric” and the “cooperation rubric” were used to analyze the group discussion dialogs and the individual profiles in order to investigate the students’ learning process and their performance of problem-solving and cooperative learning during the time when problem-based learning teaching model was implemented. The results of this study are as followed. First, in the aspect of problem-solving, Gp-a team was identified as the single-student dominant learning type. It is because the team members were unable to learn actively and to perform distributed learning so that someone in the team needed to take the responsibility of doing problem-solving tasks. Gp-e team was identified as the peer-tutor learning type. The characteristics of this type were that the team members could do their jobs well and they would take turns leading the team to accomplish the problem-solving tasks. Second, in the aspect of cooperative learning, Gp-a team was identified as the depended learning type. It is because only certain members (less than half) of the team would participate in the discussion and someone would take the responsibility finishing all the learning tasks alone. Gp-e team was identified as the negotiated learning type. The number of students who joined the discussion increased gradually in this team. The agreements were easy to make among team members through their discussion and interaction. The members of Gp-e team also had more positive interpersonal relationships so that they showed stronger centripetal force toward the group. Third, as for the opinions about cooperative learning, students were satisfied with the team performance because they had common goals, as well as the ability to address a problem area. They agreed that all members in the team would have the chance to speak and give feedbacks to each other and didn’t think that cooperative learning would cause conflict among them. Fourth, the results that students evaluated their performance in problem-solving tasks showed increasing satisfaction in four items including “I contributed ideas/facts”, “I helped think through the problem”, “I contributed new information”, and “I helped my group in doing its work”. The degrees of satisfaction in “I came up with some learning issues” and “I used a variety of resources when doing my research” decreased first and then increased. Fifth, as for the opinions about the overall problem-based learning course, students thought that the learning subjects should be relevant to the real life in order to cultivate the ability of problem solving. They also agreed that they need more discussion in the process of learning. Moreover, students reported that they liked to learn cooperatively in the group but in fact, they didn’t participate in learning activities actively. On one hand, passive learning attitude make it a pressure for students to learn actively. On the other hand, problem-based learning gives students domination to learn what they want, which helps them learn more than that they learn from Teacher’s lecturing. Sixth, the results of the interview indicated that the problem-based learning teaching model had positive influences on 46% students. The results also showed that students liked group discussion because it provided opportunities for them to interact so that they can learn from each other and think and utilize the knowledge in real life. Thirty-eight percent of the students would like to choose problem-based learning as future teaching model instead of traditional one because they could gain more knowledge through problem-based learning process and interact more with others.