Problem Based Learning (PBL) for Malaysia Teacher Education: Design, Implementation, and Evaluation
This research involved developing, implementing and evaluating Problem Based Learning (PBL) designs in the context of Malaysian teacher education. As a relatively new teaching and learning approach in the Malaysian higher education landscape, the student-centered learning such as the PBL has pose...
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| Format: | Thesis |
| Published: |
2014
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| Subjects: | |
| Online Access: | http://pustaka2.upsi.edu.my/eprints/662/ http://pustaka2.upsi.edu.my/eprints/662/1/PROBLEM%20BASED%20LEARNING%20%28PBL%29%20FOR%20MALAYSIA%20TEACHER%20EDUCATION%20DESIGN%2CIMPLEMENTATION%20AND%20EVALUATION.pdf |
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| Summary: | This research involved developing, implementing and evaluating Problem Based
Learning (PBL) designs in the context of Malaysian teacher education. As a relatively
new teaching and learning approach in the Malaysian higher education landscape, the
student-centered learning such as the PBL has posed challenges since the approach was
too different from the demands and constraints of contextual needs, i.e Malaysian teacher
education. With regards to this challenge, the proposed PBL designs have been adjusted
to suit the Malaysian teacher education.
Putting forward the above issues, the researcher has adopted Design Based Research
(DBR) as the research methodology due to its principles that strive to make learning
research more contextually relevant. In particular, the method addresses the needs and
norms of a local context, which has led to research findings that are scientifically
trustworthy and useful in practical sense.
DBR emphasises synergistic relationship between researching, designing and engineering
the PBL design in an effort to understand learning in a complex environment. Since the
method concerns learning and cognition, its inherent activities of research and design
involve (1) collaborating with local practitioners, (2) developing and implementing the
PBL design, (3) striving to refine and improve the PBL design through iteration and
adjustment and (4) seeking to document the impact of the PBL design implementation on
students' learning and students' learning environment. Instead of strictly following a set
of ideas, the DBR allows the researcher to systematically adjust and iterate the PBL
design as the research progresses especially during the implementation phase. This
practice of embedded research within practical activities has led to (1) having the PBL
design itself as a study, (2) better informed core issues in education, and (3) achievement
of higher external validity.
To achieve such PBL designs, the research was divided into three design phases:
Compiling initialfindingsfor the PBL design, Developing the PBL designfor Malaysia
setting and Implementing the PBL design in Malaysia setting. The first design phase
aimed to shed light on the impact ofPBL on student learning, and the potentials and
constraints ofPBL implementation. Evidence Such information were gathered from
theoretical. practical and contextual perspectives. Accordingly, research findings on the
impacts ofPBL on students' learning were favourable and the key potentials and
constraints were identified. These collective initial findings have served as one of the
three elements for PBL design development in the second design phase (i.e., Developing
the PBL designfor Malaysia setting). Another two elements involve in this PBL design
development phase are: PBL curriculum elements and course analysis. A number of PBL
curriculum elements were analysed to ensure that they were aligned, while the intended
course for the PBL design implementation was analysed to ensure that the learning
outcomes were addressed in the PBL design. Following the results from the second
design phase, the course content was transformed into three PBL problems (PBL 1:
Constructivism, PBL2: Alternative Conception and PBL3: 2 r Century Learning). Each
of these PBL problems emphasise on both knowledge and skills acquisition among the
students. The PBL toolkit was also developed for all the PBL problems such as lesson
plan, PBL scenario, student written reflection and assessment.
Subsequently, the PBL design was brought into practice in the third design phase (i.e.,
Implementing the PBL design in Malaysia setting). The aim of this phase is to implement
the PBL design in Malaysian teacher education context and to ascertain the impact of the
PBL design implementation on students' learning and on students' learning environment.
Different numbers of weeks are required for the students to deal with the three PBL
problems. Likewise, each PBL problem has different number of PBL learning cycles for
the students to complete. To obtain the empirical data on the impact of the PBL design
implementation on students' learning and students' learning environment, observation,
students' written reflection, interview and questionnaire were used. Data analysis
approach such as inductive analysis and descriptive statistics were use to qualitative and
quantitative data respectively.
The findings of this research have indicated that the students were aware of the
knowledge and the variety of skills they acquired, developed and improved throughout
the course. The PBL activities that required the students to be actively involved in the
learning process were linked to the knowledge and skills they acquired. The group
learning activities-which included brainstorming, discussing, arguing, presenting and
locating resources-have served as an opportunity 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: they felt comfortable sharing
information and asking for help from the other group members. In managing the
information, the students pointed out that their ability to find, reach and analyse
information has improved, thus, they have learned a lot during the activities.
The above findings have spoken directly about (1) the methodology, (2) the PBL design
and (3) the teaching and learning activities and materials. Application ofDBR as the
research methodology increases the relevance of the PBL design for the Malaysian
teacher education since it value and consider multiple elements that influence learning.
Therefore, initiating the new learning practice such as PBL is possible in a context that is
entrenched with traditional learning practice, i.e Malaysian teacher education. The
research has demonstrated that DBR is a feasible means to reconciliate the distance
between PBL and the present learning environment adaopted in Malaysian teacher
education.
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