1. No category

Learning (PBL) for Malaysia Teacher
Design, Implementation, and Evaluation
Problem Based
Education:
Mohamad Termizi Borhan
Department ofDevelopment and Planning
Aalborg University, Denmark
Faculty of Engineering and Science,
Aalborg University, Denmark.
Ph.D Thesis Submitted to
SUMMARY
This research involved
developing, implementing
Learning (PBL) designs
new
teaching
and
student-centered
and
evaluating Problem
in the context of Malaysian teacher education. As
learning approach
such
learning
as
in the
to suit the
as
research
norms
the research
more
the PBL has
posed challenges
since the
the
approach was
needs, i.e Malaysian teacher
challenge, the proposed PBL designs
have been
adjusted
issues, the researcher has adopted Design Based Research
methodology
contextually
due to its
relevant. In
principles that strive to
particular,
in
practical
make
learning
the method addresses the needs and
of a local context, which has led to research
findings that are scientifically
sense.
emphasises synergistic relationship between researching, designing and engineering
design in an effort to
the PBL
method
concerns
involve
(1) collaborating
PBL
relatively
Malaysian teacher education.
trustworthy and useful
DBR
to this
forward the above
Putting
(DBR)
regards
a
Malaysian higher education landscape,
too different from the demands and constraints of contextual
education. With
Based
learning
and
learning
improve the
practice
the research progresses
a
study, (2)
of higher external
implementing the
design through
impact of the
PBL
iteration and
design implementation on
Instead of strictly
systematically adjust
practical
better informed
designs,
the research
initial findings for the PBL
setting and Implementing the
aimed to shed
and
following
issues in
a
set
and iterate the PBL
activities has led to
core
design
This
(1) having the
PBL
education, and (3) achievement
validity.
To achieve such PBL
Compiling
environment. Since the
especially during the implementation phase.
of embedded research within
design itself as
complex
PBL
learning environment.
of ideas, the DBR allows the researcher to
design as
a
its inherent activities of research and
document the
students'
in
practitioners, (2) developing
refine and
adjustment and (4) seeking to
learning and
cognition,
with local
design, (3) striving to
students'
understand
PBL
was
divided into three
design, Developing the
design
light on the impact ofPBL
in
Malaysia setting.
on
student
learning,
design phases:
P BL
designfor Malaysia
The first
and the
design phase
potentials
and
III
constraints ofPBL
Evidence Such information
implementation.
from
gathered
were
theoretical. practical and contextual perspectives. Accordingly, research findings
ofPBL
impacts
constraints
on
were
students'
are:
curriculum elements
for the PBL
were
analysed
to
ensure
design implementation
that
course
they
were
analysed
was
analysis.
to ensure
transformed into three PBL
Constructivism,
of these PBL
PBL2: Alternative
problems emphasise
students. The PBL toolkit
plan,
PBL
the PBL
Implementing the
PBL
on
also
was
both
design
in
PBL
design
design
Malaysian
design implementation
Different numbers of weeks
problems. Likewise,
the students to
on
was
in
knowledge
developed
brought
findings
lesson
in the third
The aim of this
design phase (i.e.,
phase
is to
and
students'
implement
impact of the
required
for the students to deal with the three PBL
on
learning
has different number of PBL
problem
empirical
learning and
and
data
students'
on
the
environment.
learning cycles
impact of the
PBL
for
design
learning environment, observation,
questionnaire
descriptive
were
statistics
used. Data
were use
to
analysis
qualitative and
respectively.
the
The PBL activities that
variety
were
of skills
linked to the
learning activities-which
IV
as
are
and the
locating
practice
of this research have indicated that the students
learning process
such
learning
knowledge
course.
problems
students'
approach such as inductive analysis
data
among the
acquisition
on
students' written reflection, interview and
quantitative
problems (PBL 1:
assessment.
Malaysia setting).
To obtain the
students'
learning
Century Learning). Each
and skills
for all the PBL
into
that the
teacher education context and to ascertain the
each PBL
complete.
implementation
The
and PBL3: 2 r
scenario, student written reflection and
Subsequently,
the PBL
Conception
A number of PBL
the results from the second
design phase, the
was
design
while the intended
aligned,
design. Following
content
of the
design phase (i.e., Developing
outcomes were addressed in the PBL
course
as one
Another two elements involve in this PBL
PBL curriculum elements and
the
and
key potentials
have served
findings
in the second
design development
designfor Malaysia setting).
development phase
course
favourable and the
were
identified. These collective initial
three elements for PBL
the PBL
learning
on
included
resources-have served
they acquired, developed
required
were aware
and
the students to be
knowledge
and skills
of the
improved throughout
actively involved
they acquired. The
in the
group
brainstorming, discussing, arguing, presenting
as an
opportunity
and
for them to validate arguments, and
exchange
and
expand
ideas-all of which have resulted in better resolutions of the tasks.
The students also remarked their favour towards PBL:
information and
asking
for
help
findings
have
and
teaching
and
(3)
the
research
out that their
improved, thus, they have
The above
spoken directly
learning
learned
about
entrenched with traditional
lot
the
multiple
learning practice
learning practice,
research has demonstrated that DBR is
between PBL and the present
(1)
a
learning
a
such
i.e
as
analyse
methodology, (2)
the PBL
Application ofDBR as
design
the
design for the Malaysian
elements that influence
PBL is
means
environment
the
activities.
possible
Malaysian teacher
feasible
sharing
managing
reach and
during the
relevance of the PBL
teacher education since it value and consider
new
ability to find,
activities and materials.
methodology increases the
Therefore, initiating the
felt comfortable
from the other group members. In
information, the students pointed
information has
they
in
a
learning.
context that is
education. The
to reconciliate the distance
adaopted in Malaysian teacher
education.
v
SAMMENDRAG
Denne
forskningsrapport omhandler udvikling, implementering og evaluering af
Problembaseret
Leering (PBL) designs
Den studenter-centrerede
ltering
heringstilgang pa videregaende
udfordringer,
i den
da dens
malaysiske
som
hensyn til
metodologi,
f.eks. PBL
uddannelser i
er en
designs justeret til
at passe til den
forskningsresultater,
hojde
for behov og
der bade
er
det gay
og
nogle seerlige
hensyntagen til
denne
udfordring
er
er
malaysiske leereruddannelse.
valgt Design Based Research (DBR)
streeber efter at gore
princippeme bag DBR
undervisnings-
krav, begnensninger og behov der
fra de
ovennrevnte forhold har forfatteren
da
relativt ny
Malaysia og
tilgang var for forskellig
kontekstrelevant. Metoden tager
har fort til
malaysisk lrereruddannelsessammenhreng.
en
leereruddannelse og kontekst. Under
de foreslaede PBL
Under
som
i
normer
i
Ieering mere
en
lokal
videnskabeligt palidelige
kontekst, hvilket
og
praktisk
anvendelige.
DBR
leegger veegt pa synergien mellem
forseg pa at forsta leering
i et
forsknings-
praktikere (2) udvikling
og
forbedre et
gennem
den
og
Da metoden vedrerer
implementering
af et
systematisk at justere
og ny
gentagelse
skrider frem. Praksissen med
For at
et seet af ideer,
sig
selv
(2) bedre forstaelse
uddannelsessystemet (3) opnaelse
opna
sadanne PBL
designs,
de ferste resultater til PBL
blev
designfase
PBL har
pa de
forskningen opdelt
samt
som
leering
mulighed
og
for
forskningen
aktiviteter har fort til
af grundlreggende forhold
i tre
designet, Udvikling af PBL design
leering,
forskeren
praktiske
i
en
designfaser: Indsamling af
til
en
malaysisk
malaysisk sammenhceng.
streebte efter at :fa indblik i hvilken evidens der
studerendes
studerendes
af hojere ekstem validitet.
sammenhceng og Implementering af PBL designet
ferste
giver DBR
inden for
at forfine og
soge efter at dokumentere
af PBL-designet efterhanden
indlejret forskning
at PBL bliver til et studie i
inden for
felge
med lokale
PBL-design (3) forsog pa
gentagelse ogjustering og (4)
I stedet for stramt at
et
leering og kognition,
designaktiviteter (1) samarbejde
indflydelse implementeringen af et PBL-design har bade pa de
Ieeringsmilje.
(1)
forske, designe og konstruere PBL design i
komplekst milje.
involverer dets iboende
PBL-design
at
er
for den
Den
indflydelse
potentialer og begrrensninger i implementering
af
Vll
PBL. Evidensen blev indsamlet ud fra
Som
heraf var
folge
og de
samling
af ferste resultater har
vigtigste potentialer
den anden
curriculumfaktorer og
at
sikre,
at
var
(PBL
1:
begreensninger blev
ligget til grund
indgar i
de nne
alignet,
mens
den
for et af de tre elementer i
af PBL
blev adresseret i
for
Iseringsresultater,
laringsmateriale
en
Ireringscyklus)
Efterfelgende
PBL
der
blev
der
vrerktejskasse,
som
konstrueret og
studerendes
arbejde
i den
antal
kering
og deres
empiriske
data om, hvordan
PBL-lreringscyklusser,
leering
fungerer
i den
resultateme
problemer
leering),
af bade viden og
som
bade
tredje design
undervisnings-
og deres
som
og
analytisk tilgang
leeringsmilje.
har hvert
og
deskriptive
forskelligt
PBL-problem
gennemfore.
havde
var
PBL-designets
De studerende har
de studerende skal
blev der
(dvs.
Formalet med denne fase
implementeringen af PBL-designet
Ieeringsmilja,
fase
lrereruddannelse og sikre
problemer. Ligeledes
refleksioner fra de studerende, interview og
induktiv
folge
formodninger om leeringsprocessen (PBL
malaysiske
med de tre PBL
forskelligt
studerendes
analyseret for
studerende, blev udviklet,
designet bragt i anvendelse
implementere PBL-designet
antal uger til at
PBL­
fremlagt.
blev PBL
indflydelse pa de
malaysisk ramme).
og PBL 3: 21. drhundredes
implementering afPBL-designet i malaysisk sammenhamg).
at
er:
Ved at
Ieegger veegt pa udvikling
for savel facilitatorer
gruppebedemmelser blev
en
PBL-designets
PBL-designet blev analyseret for
PBL-designet.
Konstruktivisme, PBL2: Alternativ opfattelse
fierdigheder, adresseret,
design til
PBL-designudviklingsfase
planlagte retning
Ieering
identificeret. Denne
blev kursuselementeme transformeret til tre PBL
designfase,
Derudover blev
studerendes
Et antal PBL curriculumfaktorer blev
kursusanalyse.
heringsresultaterne
fra den anden
som
designfase (dvs. udvikling
To andre elementer der
at sikre at de
savel
indvirkning pa de
PBLs
forskningsresultater om
nyttige,
udvikling i
teoretiske, praktiske og kontekstuelle perspektiver.
et
For at fa
indflydelse pa de
brugt observation, skriftlige
spergeskema. Dataanalyseteknik, sa
statistikker blev
brugt til
som
savel kvalitative
som
kvantitative data.
Resultateme af forskningen viser, at de studerende
forskellige flerdigheder de
aktiviteteme,
som
havde
krrevede,
at de studerende
forbundet med den viden og de
involverede
viii
opnaet, udviklet
fserdigheder,
var
de
var
bevidste
om
den viden og de
og forbedret gennem kurset. PBL­
aktivt involveret i
Leringsprocessen,
opnaede, Gruppeleeringsaktiviteter,
brainstorming, diskussioner, argumentering, pnesentation
og
var
som
lokalisering
af
resurser, har
givet dem
en
mulighed
for at validere argumenter og for at udveksle og
udvide deres ideer. Alt dette har resulteret i bedre
ogsa udtryk
bede
om
for
hjrelp
velvilje
over
fra andre
for PBL: de
var
gruppemedlemmer.
papegede
de studerende, at deres
forbedret,
og at de dermed havde Isert
evne
og
I deres
en masse
behandling afinformationen
igennem
analysere
information
relevansen
var
aktiviteteme.
(1) metodologien (2) PBL-design
leeringsaktiviteter og materialer.
forskningsmetodologi eger saledes
De studerende gay
til passe med at dele deres information og
til at finde, forsta og
De ovenneevnte resultater har direkte neevnt
undervisnings-
opgavelosninger.
Anvendelse afDBR
og
(3)
som
afPBL-designet for den malaysiske
Ieereruddannelse.
IX
RUMUSAN
Penyelidikan ini melibatkan pembangunan, perlaksanaan dan penilaian rekabentuk
Pembelajaran Berasaskan Masalah (PBM)
dalam konteks pendidikan guru
Malaysia.
Sebagai pendekatan pembelajaran dan pengajaran yang relatifnya barn dalam landskap
pendidikan tinggi Malaysia, pembelajaran berpusatkan pelajar seperti
memberi cabaran kerana
dalam
pendekatan
ini terlalu berbeza
keperluan kontekstual (i.e., pendidikan
rekabentuk PBM yang telah
konteks
guru
dicadangkan adalah
PBM telah
daripada kehendak
Malaysia).
dan
kekangan
Rentetan dari cabaran
diselaraskan untuk disesuaikan
ini,
dengan
pendidikan guru Malaysia.
Untuk mengetengahkan isu-isu di atas, penyelidik telah menerima
Berasaskan Rekabentuk
untuk membuat
khususnya,
membawa
(PBR) sebagai metodologi kerana prinsipnya yang
penyelidikan pembelajaran yang lebih relevan
metod ini
pakai Penyelidikan
berusaha
dalam konteks. Secara
mengutarakan keperluan dan norma konteks tempatan,
kepada dapatan penyelidikan
yang boleh
dipercayai
secara
yang telah
saintifik dan
berguna dari segi praktikal.
PBR menekankan
hubungan sinergi
antara
penyelidikan,
rekabentuk PBM dalam usaha untuk memahami
kompleks.
Oleh kerana metod
aktiviti yang sedia ada dalam
mengambil
mereka bentuk dan
pembelajaran dalam
berat tentang
kejuruteraan
suasana
yang
pembelajaran dan kognisi
,
penyelidikan dan reka bentuk melibatkan ( 1) bekerjasama
dengan pengamal tempatan (2) membangun dan melaksanakan reka bentuk PBM (3 )
,
,
berusaha untuk
memperbaiki
dan menambah baik
pembangunan PBM melalui
penyesuaian dan (4) ingin mendokumentasikan kesan pelaksanaan
pembelajaran dan persekitaran pembelajaran pelajar.
idea
secara
Selain dari
reka bentuk PBM
penyelidikan
ini dalam aktiviti
rekabentuk PBM itu sendiri,
(3) pencapaian kesahihan
praktikal
(2)
semasa
progres
Amalan
kepada (1 ) pengkajian
memberi maklumat tentang isu akar umbi
luaran yang lebih
secara
penyelidikan berlansung.
telah membawa
pada
satu set idea­
mengikuti
ketat, PBR membolehkan penyelidik untuk menyesuaikan PBM
sistematik dan iterasi reka bentuk PBM
iterasi dan
pendidikan dan
tinggi.
Xl
Untuk
mencapai
bentuk:
reka bentuk PBM
Mengumpul
reka bentuk PBM
dalam
suasana
mengenai
dalam
hasil
,
penyelidikan
bagi tetapan
ini telah
kajian
awal untuk reka bentuk PBM,
Malaysia dan Melaksanakan
dalam
Fasa reka bentuk
Malaysia.
bukti kesan PBM
pelaksanaan PBM
kontekstual. Oleh itu, hasil
penyelidikan terhadap impak
Penemuan awal kolektif dijadikan
utama dan
salah satu
sebagai
rekabentuk PBM dalam fasa reka bentuk kedua
bagi tetapan Malaysia).
dari
dikumpulkan
pelajar adalah menggalakkan dan potensi
Dua
lagi
Membangunkan
reka bentuk PBL
pertama bertujuan untuk memberi penerangan
kepada pembelajaran pelajar,
Bukti telah
.
dibahagikan kepada tiga fasa reka
dan
dan
potensi
kekangan
perspektif teori praktikal
,
PBM
kekangan
dan
kepada pembelajaran
telah dikenal
daripada tiga
elemen melibatkan dalam fasa
pembangunan
unsur
(i.e, membangunkan
pasti.
reka bentuk PBM
pembangunan reka
bentuk PBM ini adalah; elemen kurikulum PBM dan analisis kursus.
Beberapa
elemen
kurikulum PBM dianalisis untuk memastikan keselarian, manakala kursus yang
dicadangkan untuk pelaksanaan reka
pembelajaran diutarakan dalam
rekabentuk
21). Hasil pembelajaran
telah
memastikan hasil
bagi
reka bentuk PBM ini. Rentetan hasil
kedua,kandungan kursus
(PBM1: Konstruktivisme,
bentuk PBM dianalisis
PBM2:
telah ditransformasikan
Konsepsi
yang menekankan
menjadi tiga masalah
Altematif dan PBM3:
pengetahuan dan
dibina dan andaian proses
Selanjutnya,
kemahiran
ke-
pembelajaran
dan
pembelajaran
pelajar telah dibangunkan, pentaksiran kumpulan telah
pembelajaran (kitaran pembelajaran
reka bentuk PBM telah
dipratikkan
melaksanakan reka bentuk PBL dalam
suasana
pelaksanaan reka bentuk
PBM
)
telah dibuat.
dalam fasa reka bentuk
Malaysia). Tujuan
melaksanakan reka bentuk PBM dalam konteks
menentukan kesan
PBM
Pembelajaran Abad
diutarakan, Kit PBM yang berfungsi sebagai bahan pengajaran
untuk kedua-dua fasilitator dan
daripada fasa
pendidikan
PBM
guru
ketiga (i.e,
fasa ini adalah untuk
Malaysia dan
terhadap pembelajaran
dan
persekitaran
pembelajaran pelajar. Beberapa minggu diperuntukkan kepada pelajar untuk menangani
tiga masalah PBM. Dengan itu, setiap
pembelajaran PBM yang
berbeza
masalah PBM juga
kepada pelajar.
mengenai kesan pelaksanaan reka bentuk
pembelajaran pelajar,
selidik telah
statistik
Xll
kaedah
digunakan.
PBL
pemerhatian,
Untuk
mendapatkan
data
empirikal
pada pembelajaran dan persekitaran
refleksi
Teknik analisis data
mempunyai bilangan kitaran
pelajar bertulis, temuduga dan
seperti pendekatan
soal
induktif dan analisis
deskriptif telah digunakan untuk data kualitatif dan kuantitatif.
Hasil
kajian
ini telah
menunjukkan
kepelbagaian kemahiran
sepanjang kursus.
dalam proses
mereka
Aktiviti
dikaitkan
pembelajaran
,
peluang bagi
idea yang
telah
peroleh membangun dan bertambah baik
,
Aktiviti PBM yang memerlukan
perbineangan, berhujah penyampaian
suatu
pelajar-pelajar menyedari pengetahuan dan
yang telah mereka
pembelajaran telah
perolehi.
bahawa
mereka untuk
dengan pengetahuan
seeara
dan
pelajar untuk terlibat
aktif
dan kemahiran yang
berkumpulan melibatkan sumbang
penearian
sumber telah
mengesahkan hujah,
kesemuanya telah menjana resolusi yang
menunjukkan keeenderungan terhadap PBM:
maklumat dan meminta bantuan
seeara
digunakan sebagai
dan bertukar dan
mengembangkan
lebih baik untuk tugasan.
mereka
merasa
daripada ahli-ahli kumpulan yang
saran,
Pelajar juga
selesa untuk
berkongsi
lain. Dalam
menguruskan maklumat, pelajar menegaskan bahawa keupayaan mereka untuk meneari,
meneapai
telah
dan
menganalisa maklumat telah menjadi
banyak belajar
Dapatan kajian
semasa
di atas
seeara
reka bentuk PBM serta
PBR
aktiviti
(3)
bertambah baik,
justeru itu,
mereka
dijalankan.
langsung diperkaitkan dengan (1) metodologi kajian, (2)
aktiviti dan bahan
pengajaran
dan
pembelajaran. Penggunaan
sebagai metodologi penyelidikan telah meningkatkan kesesuaian reka bentuk PBM
dalam
pendidikan
element yang
guru
Malaysia
kerana
ianya menilai
mempengaruhi pembelaajaran. Maka,
pembelajaran yang baru seperti PBM
adalah
dan
mempertimbangkan pelbagai
memulakan satu amalan
berpotensi walaupun konteks pendidikan
guru
Malaysia adalah berakar umbikan pembelajaran berpusatkan guru. Penyelidikan ini
telah
menunjukkan bahawa PBR adalah satu wadah yang berpotensi
dalam usaha
merapatkanjurang antara amalan pembelajaran semasa pendidikan guru Malaysia dan
PBM.
Xlll
CONTENTS
Summary
iii
Sammendrag
vii
Rumusan
Xl
Acknowledgement
xv
CHAPTER 1: INTRODUCTION
1.1
Background
1.2
Conception of Learning
1.3
Problem Based
1.4
PBL in
1.5
Research
1.6
Conclusions
18
1.7
Reader Guide
19
1
and Constructivism
5
9
Learning (PBL)
Malaysian Higher Education and
Questions
and
in Teacher Education
14
17
Objectives
CHAPTER 2: RESEARCH METHODOLOGY
21
2.1
Introduction
2.2
Methodologies
2.3
Design Based Research (DBR)
2.4
Data Collection and
of Researching New Practices
as
Research
Methodology
21
23
Analysis
2.4.1 Literature Review
29
XVll
2.4.2 Data Collection and
Analysis
for PBL Case at AAU
2.4.3 Data Collection and
Analysis
for
Implementation of the
33
PBL
34
Designs
2.5
Research Trustworthiness
40
2.6
Conclusions
42
CHAPTER 3: PBL DESIGN DEVELOPMENT AND IMPLEMENTATION
43
3.1
Introduction
3.2
Overview of the
3.3
Phase 1:
Compiling
Initial
Findings
for PBL
Design
3.3.1: Theoretical Element
47
3.3.2: Practical Element
50
3.3.3: Contextual Element
53
3.3.4: Initial
3.4
43
Design Phase
Phase 2:
Findings
for PBL
Developing the
3.4.1: Initial
PBL
Design
Design for Malaysian Setting
Findings for PBL Design
3.4.2: Elements ofPBL curriculum
3.4.3:
Analysis
Phase 3:
XVlll
62
69
Implementing the
PBL
Design in Malaysian Setting
3.5.1:
Pre-Implementation Phase
78
3.5.2:
Implementation Phase
83
3.5.3: Reflection
3.6
61
66
of the Course
3.4.4: The PBL Toolkit
3.5
56
Conclusions
on
the
Implementation
85
89
CHAPTER 4: EMPIRICAL RESEARCH FINDINGS
4.1
Introduction
4.2
Empirical Research Findings
4.3
93
4.2.1
Qualitative Findings
93
4.2.2
Quantitative Findings
97
Conclusions
102
CHAPTER 5: REVISITING RESEARCH QUESTIONS AND PERSPECTIVES
5.1
Introduction
5.2
Revisiting Research Question
5.3
Revisiting
105
1
(RQ 1)
106
Question 2 (RQ2)
108
5.4
Revisiting Research Question 3 (RQ3)
109
5.5
Revisiting Research Question 4 (RQ4)
112
5.6
Conclusions
113
Research
REFERENCES
117
LIST OF FIGURES
Figure
1
Teacher education is influenced
education and
Figure
2
3
Figure 4
primary and
Three elements involved in
PBL
Figure
on
by both policies
secondary school
compiling the
initial
on
higher
findings
for the
3
46
designs
Three elements involved in
Elements ofPBL
developing the
alignment
PBL
in the curriculum
60
designs
(Kolmos
et
al.,
63
2009)
Figure
5
Four components of the PBL toolkit
70
Figure
6
PBL student task in the form of instruction statement for PBL 1
72
Figure
7
Aligning learning outcome, teaching
and the assessment
(adapted
from
and
learning activities (PBL)
74
Biggs, 1999)
xix
Figure
8
Sub-phases
and main activities involve in the
implementation
78
phase
Figure
9
80
Learning process conjectures
LIST OF TABLES
of constructivism
7
learning environments
Table I
Principles
Table 2
McMaster PBL model
10
Table 3
Seven steps of Maastricht PBL model
11
Table 4
The
(2003,
13
Table 5
Methodological alignment of Design Based Research (DBR)
27
Table 6
Four criteria to select articles for review process
30
Table 7
Review framework for selected articles
31
Table 8
Data collection
Table 9
Guide in
Table 10
Questionnaire
Table 11
Application of the
project model proposed by
2007)
according to
de Graaff and Kolmos
PBL
problems
35
and weeks
38
designing a self-completed questionnaire
on
PBL
Wolcott
39
environment
learning
(1994) strategies
40
to ensure
trustworthiness of the research
Table 12
Elements/sub-phases
Table 13
Research
Table 14
Research
in the three
44
design phase
findings on the student learning experience and
implementation issues of PBL in Malaysian higher education
findings on the impact of PBL
on
pre-service
teachers
48
49
learning
Table 15
Research
findings
on
the PBL
on
the contextual elements
learning experience
of the first year
51
AAU students
Table 16
Research
Table 17
Initial
Table 18
Contemplating on the initial findings for PBL design development
Table 19
PBL
xx
findings
findings for PBL design
alignments of elements in the curriculum
54
57
61
65
Table 20
Comparison of the
activity
Table 21
Curriculum matrix to match the
course
Table 22
PBL
content
course
outline before and after the
learning
redesign
outcome to the
67
new
68
PBL
71
(PBL problems)
trigger and
P BL student task
according to specific
problem
Table 23
Authentic assessment
Table 24
Examples
Table 25
The PBL
Table 26
Activities involved
according to the PBL problems
of skills and
competencies
and ways to
75
76
assess
thinking tool
81
during the implementation phase
of the PBL
83
design
Table 27
Number of weeks
Table 28
Empirical
on
required to complete
the PBL
85
problems
research
students'
findings on the impact ofPBL implementation
learning and students' learning environment
94
Table 29
Mean and SD for items in
Table 30
Mean and SD for items in group
Table 31
Mean and SD for items in the PBL task
99
Table 32
Mean and SD for items in the facilitator
100
Table 33
Mean and SD for items in PBL
97
general impression
98
learning process
benefits and perspectives
102
APPENDICES
for PBL
A
Interview
guide
AppendixB
Interview
transcript sample (PBL
Appendix
Appendix
C
AppendixD
Group
process
case
at
case
at
125
AAU)
132
analysis report sample
Individual and group written reflection prompt
for PBL
design implementation
134
in
Malaysia
E
Interview
guide
Appendix F
Interview
transcript sample (PBL design implementation
Appendix
123
Aalborg University
in
139
141
Malaysia)
Appendix
G
SPSS-generated output for the
Cronbach
alpha value
147
XXI
149
Questionnaire
Appendix I
Article 1: Problem Based Learning (P BL) in
Malaysian Higher
Education Context: A Review ofResearch ofIssues of
Implementation and Learners' Experience
153
Appendix J
Article 2: A Review
163
(PBL)
AppendixK
on
on
PBL
learning environment
Appendix H
ofthe Impact of Problem Based Learning
Pre-Service Teachers' Learning
Article 3: Problem Based Learning
Collaborative
(PBL): A Context for
Learning Process at Aalborg University,
171
Denmark
Appendix L
Addressing the Contextual Elements and Developing
Initial P BL Design: Lesson Learned from Three Asian
Article 4:
183
Universities
AppendixM
The PBL toolkit for PBL 1: Constructivism
199
Appendix N
The PBL toolkit for PBL2: Alternative
Conception
206
Century Learning
216
Appendix
0
The PBL toolkit for PBL3: 21st
Appendix P
Student Guide to PBL
222
Appendix Q
Field-note observations
232
AppendixR
Impact of Problem Based Learning (PBL)
Implementation on Student Learning
253
xxii
Article 5:
INTRODUCTION
To meet the
goal
of educating
pre-service
and in-service school teachers for 21
schools, teacher educators in higher education are demanded to employ
forms of pedagogy that suits adult learners. Conventional
higher education
is
no
frontline in preparing
better ways to
knowledge,
strengthen their
evaluate
this
a
dispositions
(pre-service
foster active
among students.
PBL
design
learning
in
Accordingly, this
on
from
many
teaching
learning
develop, implement and
practices
in
shifting to
policy perspective.
philosophy, the
point of view.
second section
specific institutions
The fourth section
and
gives
The third section discusses
learning principles that derived
an
overview ofPBL
in teacher education.
interplay between those aforementioned issues, research questions
are
and
aspects of PBL, from basic assumption of learning
formulated in the fifth part of this
Analysis
of
and research
chapter.
Background
Concerns towards education systems that do not
and
of the
the motivation and drivers for the
from constructivism
variety ofPBL models.
objectives
1.1
one
research aims to
implementation both in Malaysian higher education and
the
teachers)
and inculcate skills and
is entrenched from constructivism
interpreting the practice
across
and in-service school
learning experience
higher education
comprehensively discusses the
PBL from models
at the
in the context of Malaysian teacher education. The first section of
learning practice
Since active
Being
in
in order to be successful in diverse classrooms.
chapter provides preliminary insights
active
to
students'
innovative
teachers, teacher educators continually seek
demand, Problem Based Learning (PBL) is
approach designed to
competencies
school
century
pedagogy that entrenched
sufficient to meet this current demand.
Malaysian
skills and
To meet such
longer
an
st
working have prompted reviews
adequately prepare
students for
in education worldwide. Students'
learning
living
in
higher
1
education is
largely
influenced
regards
education that
disregards
of teaching and
approach
students' attainment of skills and
specialists suggest that
education
way their teachers/lecturers teach. A
to this issue is the
criticism with
institutions should focus
and
(Murray-Harvey et al., 2004)
than accuracy of the students'
In the
by the
emphasize
on
past, extensive cognitive science studies
on
on
student-centered
a
will facilitate the
skills and
of the
quality
to
as
approach to teaching
well.
Fostering
centred. To
education
graduates.
centered
effectively address these
are
highlight the
steered to
For
the
example,
learning,
(Kolmos, 2010).
and
To
a
does not
can
1993).
on
to learn it?
active
memorizing
we
in
a more
competencies
we
know that
are
and
2
outcome
domain:
student­
to achieve such aims
has introduced the
learning
outcomes
This
on
that focuses
of the
their
equal emphasis
on
been
learnt it?
tackle many
taught.
development
both
we
challenging tasks
To realize this aim
want our
help student
on
other than
across
was
on
course
Hence, the OBE emphasizes
Malaysian
established at the
In line with its role
quality in Malaysian higher education, the MQF emphasizes
following learning
university
on
learning activities
(Pelan Strategik Pengajian Tinggi Negara, 2007).
reference for
higher
on
learn it? What is the best ways to
expected to
reproducing what has
student­
are
(Puteh, 2013).
graduation.
they have
but
higher education
that
Europe has emphasized
public universities, the Malaysian Qualification Framework (MQF)
end 0[2007
the
well-rounded
of knowledge, but also
possession
want them to
where students
and
challenges
only knowledge,
prompted university teachers to enquire: What do
Why do
and how do
learning
develop
education and
upon
higher education that
higher education, policies
do after class. In OBE, the
qualities
and skills has
students to learn?
in
who possess not
design and teaching
students'
of appropriate skills and
knowledge
learning
on
this in turn, would
learning approaches
in the late 1990's
(OBE)
actually
only focus
need to
thinking process rather
keep abreast, the Malaysia'S higher education
method of curriculum
what students
issues in
Bologna process
outcome based
outcome-based education
aBE is
and
such outcome
develop, implement and evaluate teaching
skills
the nature of learning have focused
production of university graduates
competencies
higher
inculcating generic
having teaching moved towards learning (Barr and Tagg, 1995);
encourage
in
learning
competencies. Higher
and Howson,
(Casey
answers
the
long-standing
on
the
as
the
As
1.
Knowledge
ii.
Practical skills
111.
Social skills and
responsibilities
IV.
Values, attitudes
and
v.
Communications, leaderships
VI.
Problem
V11.
Information managements and
viii.
Managing
entrepreneurial
teacher educator who teaches in
a
researcher has to include those
OBE aims.
Regardless,
education, but also
ways
pre-service
Policies
on
on
learning
in
and
Figure 1,
initiatives have
are
regards
only
on
school
being taught
and
course
the
implications
in
higher
and how it affects the
in teacher education institutions.
and
primary
secondary school
on
and
on
secondary school
how teachers
changes
policy change
policy
-
in
policy. Developments
on
to achieve the
by both policies on higher education
correspond to the policy changes
school
the
Malaysia,
Policies
teacher education does not take
need to stay abreast with the
with
is not
education
secondary
in
Teacher
higher
education should
primary
concern
1: Teacher education is influenced
depicted
university
outcome domains in the
and in-service teachers
primary
As
skills
development of Malaysian
education
Figure
lifelong learning
educational
an
the researcher's
the
and team skills
and scientific skills
solving
and
professionalism
are
place
in
a vacuum.
higher education,
and
changes
as
Teacher
well
in national
in
policies and
being prepared. Furthermore,
in local and national standards. Recent
as
teachers
development
to school teachers and school children is the introduction of the School­
Based Assessments
(SBA) by the Malaysia's Ministry of Education in
Pengurusan Pentaksiran Berasaskan Sekolah, 2012).
implementation
2011
(Panduan
The rationale of the SBA
is to:
learners'
physical, emotional, spiritual
i.
Develop
ii.
Reduce exam-oriented
111.
Evaluate learners' learning progress
learning
and intellectual abilities
among learners
3
Enhance teachers'
IV.
in
integrity
assessing, recording
and
reporting
of learners'
learning.
SBA is
a
holistic, integrated and standard-referenced
emphasizes
student. There
are
and
development of cognitive
the
on
are
two
categories
given the responsibility to
In
guidelines.
Berasaskan
Sekolah, 2012).
in ways different from the
in-service teachers
or
profession,
that inculcates
attitudes and
and
ones
words, school teachers need
are
used to. This
are
teaching
as
a
curriculum
planner,
as
a
to
assess
responsive
team
the
equip
and relevant to the
particular,
they
also
are
leader,
a
the role of today's
carrying multiple
decision maker and
teachers
develop their
and critical
themselves with necessary skills,
ever-changing complexity
diversity of students' backgrounds,
1998 and
skills and
provide the
competencies
Edmundson
implies that teachers
Entailing
issues of policy
need to be
relevant to their future
change,
both in
schools. Hence, I
4
place
in
and
teacher educator who prepares teachers for both
Malaysian primary and secondary
implement OBE
to take
Malaysia's higher education
as a
How to
effects of the
of change (p. 722).
prepared for any change
schools, have reflected on my role
1.
help
school teachers. He added:
schools and may themselves become the obstacles
schools.
ongoing
(1990)
foundations to
New teachers will be unable to resist the powerful conservative
This statement
of the school
inclusive classrooms and
Goodnough, 2006).
does not
their students
such demand?
to meet
creativity, intellectuality, problem solving ability
argued that a teacher education programme
professions
more
and classroom matters;
disposition to correspond with
new
rubrics
however, raises the question; do the
schools and school students. In
development of technologies (Dean,
future and
be
urged to
For this reason, teachers need to
classrooms, such
by using instruments,
learning process (Panduan Pengurusan Pentaksiran
they
teachers
being a researcher,
thinking skills.
psychomotor of a school
pre-service teachers have the ability
teachers is not limited to
one
that
in SBA: academic and non-academic. School teachers
In other
on-going changes regarding
the
approach
fact, they should plan, prepare the instruments and administer the
during the teaching
roles like
and affective
conduct and administer SBA
assessment
Like any other
assessment
queried:
in my teaching and
learning?
How to prepare teachers
11.
(pre-service and in-service teachers) that correspond
to current school demands?
iii.
How to
continually prepare teachers according to the
how to sustain the
A
new
approach in teaching
new
and
pedagogical practice
learning practice
giving teachers the responsiveness they need
current
demands, and
in teacher education?
seemed to be
to meet with
an
essential element in
developments
new
in school
policies.
1.2
Conception
of Learning and Constructivism
Early understanding of what constitutes learning was contributed by the behaviourist
school of thought, who
postulated learning as
external stimuli in the environment (Skinner,
a
change
in observable behaviour caused
1974). Early
behaviourist scientists such
by
as
Thorndike and Pavlov claimed that observable behaviour indicates that the learner has
learned, and
not what is
going
on
in his
cognitive
structure. The research
learning
on
remained flourished within behavioural tradition of psychology until 1960s
(Shuell,
1986).
Between 1960s and
behaviouristic to
1970s, the psychology of learning began to change from
cognitive
orientations
(Shuell, 1986)
since there
environmental influences towards human factor to describe
with the
learning.
shift from
This shift
development of cognitive psychology that placed great emphasis
information
processing
as
cognitive psychologists
to
was a
as
cause
in behaviour.
learning
on
the
as
processing capacity
and the learner's
Marton and Booth
the world, and about
more
concerned with various
perception, thinking knowledge representation and memory.
during the learning process
Learning,
leamer's
is observable and there is
Cognitive psychology is
Hence, the cognitive psychologists posit learning
learning depends
on
began
of learning. This is from the response of
who claimed that not all
learning than a change
mental activities such
the central
a
internal process, and the amount of
of the leamer, the amount of effort
existing
(1997) defined,
"meaning making".
as
structure
(Ausubel, 1974).
is how learners
To describe
expended
perceive
and understand
meaning making, cognitive
5
psychologists have
knowledge
introduced "structure" such
in memory
schemata and heuristics to represent
as
(Palincsar, 1998). Therefore, knowledge
outside but rather from inside the learners. The schemata
the learners
accommodation process
as
actions and information.
Change
are
in schemata
accommodation) reflects that learning has
affective, interpersonal
or
exposed
to new
occurred.
a
produce knowledge
in situations that differ from person to another
These
the basic
assumption that gave
Constructivism stemmed from the
Jean
Piaget's work
(2002),
an
burgeoning
epistemology
cognitive,
and
knowledge (Biggs
true to that person but not
based
(Cobb
on
their beliefs and
and Bowers,
1999).
rise to constructivism.
field of cognitive science
and the socio-historical work of Ley
constructivism is
in
process of individual
construct their
experience
were
or
understandings, experiences,
Learning (whether
involves
people actively
anyone else since learners
from
undergoes assimilation
Moore, 1993). An individual's construction of knowledge is
necessarily to
imposed
(either through assimilation or
psychomotor domains)
transformation and for this reason,
is not
or
Vygotsky. According to Simpson
philosophical explanation
of learning. It shares characteristics with social
particularly from
cognitive theory
that
about the nature
assumes
persons,
behaviours, and environment interact in reciprocal fashions (Bandura, 1997). However,
constructivism differs from
the
learners; it also
the locus
conditioning theories
contrasts with the
oflearning within the mind,
cognitive
that stress environmental influence
information
on
processing theory that places
with little attention to the context in which it
occurs
(Schunk, 2009).
Constructivism
can
be
explained from three
different
perspectives
endogenous and dialectical (Schunk, 2009). Exogenous
notion that
knowledge acquisition is represented by
external world. This view
implies
a
a
constructivism
developed through cognitive
knowledge-not directly
explain knowledge
6
the
the
highlights the
In contrast,
endogenous
explain knowledge acquisition whereby
abstraction from
from environmental interactions
Dialectical constructivism
on
on
strong influence of external world in knowledge
constructivism refers to the mental structure to
is
emphasizes
reconstruction of structure
construction, which may include experience and teaching.
knowledge
of exogenous,
as
previously acquired
in exogenous constructivism.
interaction between persons and environments to
construction. Construction of knowledge is neither
merely from
external world,
nor
from the results of mental structure abstraction· rather it is the result
,
,
of mental interaction with the environment.
The basic
and
premise
knowledge
2009).
of constructivism is that
into old
understanding
This underlies many
and
learning
and
principles,
occurs
as
characterized
by fitting new understanding
and
knowledge (Fry, Ketteridge
learning principles that has
development (Schunk, 2009).
constructivism
learning
A
Marshall,
affected theories and research in
learning environment that reflects
by
Brooks and Brooks
(1999),
is shown in
Table 1:
Table 1:
of constructivism
Principles
Posing problems
•
Structuring learning
•
Seeking
•
Adapting
•
Assessing
valuing
around
whereby
a
topic
student
learning
(1999), pg35-96
participation,
are
taught to
at
ownership
meaning
al., 2004). As
of what
a
they've
and
teaching perspectives,
teaching
own
active role
as an
class discussion
are
designed
meaningful inquiry by
specifically described PBL
In
a
and
exploring
interest
higher retention,
from
a
as
the learners seek
meaning constructed by their teachers (Hmelo
and
aligned with the constructivism
active and
understanding.
evaluating progress,
learned and encourages
(mentally, physically, socially
PBL is also
learning process by
result, constructivism learning environment gives students
for themselves and not the
tutoring and
and
Rather, the
be self-directed and take active role in
Evensen, 2000). A constructivism learning environment such
peer
integrated curriculum
of instruction to learners.
which allows them to construct their
learning by setting goals, monitoring
(Bruning
delivery
an
From
way that engages learners to the
constructivism classroom, learners
their
emphasizes
multiple perspectives.
constructivism contradicts to the traditional
active
suppositions
in the context of teaching
constructivism
is studied from
a
point of view and opinions
curriculum to address students'
perspectives,
lesson is structured in
primary concept
students'
Source: from Brooks and Brooks
From curriculum
environments
of emerging relevance to students
•
and
learning
in
a
as
and
cooperative learning,
way that allows students to
play
an
emotionally) during the learning process.
framework that views
learners. Likewise,
Savery
learning
and
and
teaching
Duffy (1995)
constructivism framework:
7
1.
Learners construct their
to think both
critically
own
and
problem, their peers, the
knowledge
creatively
-
Learners
are
encouraged and expected
with multi-directional interactions with the
resources, and the instructor.
process of transmitting information from others to the learners
it's
a
process of immersing themselves into
them to monitor their
11.
Problems
as
own
related to the
the
111.
problem
learning
and
identifying learning
-
All
learnings
issues based
is
socially negotiated
Social
-
arise from
on
their
team structure. Students'
and tested
constantly challenged
negotiation of meaning is
analysis
and transform their
knowledge
among group members. The
dialectical constructivism
knowledge
and
and
on
explanations
which communication
serves as
and supports activities like
socially constructed,
collaborative
learning
communication
in PBL reflects
for how individuals construct and transform
Vygotskys theory
of learning
social interaction leads to
the main tool that promotes
reading
and
collaboration and
as
exchange
the
construction in
thinking, develops reasoning
Because
knowledge
is
of ideas among group members lead to
learning
development of team-work
professional practice (Maudsley & Strivens, 2000),
an
social process. In
knowledge
writing (Vygotsky, 1978).
pragmatic value of supporting
not
content
for how individuals construct
the inculcation of social and communication skills. Collaborative
learning is
important
conceptual understanding through dialectical activity. This dialectical
particular, Vygotsky proposed that
for the
an
understanding of the
conceptual understanding through
emphasis
constructivism entrenched from
but also in
is valued, not
skills needed in
recognizing the view that
isolated, individual activity.
Accordingly, Malaysia's National Higher Education Action Plan (2011)
recommended
lecturers/university teachers in higher education institutions adopt student-centred
learning approaches
in their classrooms in order to achieve both the OBE aims and the
quality of teaching and learning in higher education, in which the Problem Based
8
of
by others.
Learning through group work and collaboration explains
that
that allows
class, generating hypotheses, identifying relevant facts
in
part of the problem-solving
only
one
problem.
Knowledge
is
themselves; rather,
problem situation,
a
no more a
understanding.
stimulus and organizer for
discussing the problem
is
Learning