We have two methods of teaching in university either classical or student-centered method of teaching.I think some universities/colleges they teach in a mixed method between the two major teaching methods.However, according to our experience we have to evaluate which method of teaching is the best and is away from spoon feeding or teach the brain storming of our students?
There has been a lot of attention paid to problem-based learning/teaching during the 1990s. A nice contribution is the one of Savery (pdf file)
http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl&sei-redir=1&referer=http%3A%2F%2Fscholar.google.be%2Fscholar%3Fhl%3Dnl%26q%3Dproblem-based%2Bteaching%2Bin%2Bhigher%2Beducation%26btnG%3D%26lr%3D#search=%22problem-based%20teaching%20higher%20education%22
More recently, there a more critical position toward problem-based learning/teaching. has been taken by Kirschner, Sweller & Clark who documented their position in the following article (pdf).
http://dspace.library.uu.nl/bitstream/handle/1874/16899/kirschner_06_minimal_guidance.pdf?sequence=1
Anyway, the choice of a method highly depends on different factors, like teaching tradition, learning objectives, students', prior knowledge, characteristics of the knowledge domain, focus on declarative, procedural or conditional knowledge, student's self-regulating capacity, teacher's expertise and competencies,
In short, there is a need for clear conceptualization of problem-based teaching/learning and avoidance of monolithic teaching/learning methods
Mohemid,
I think problem-based learning is catching on more now than ever before. In the American teaching system, problem based learning has universally taken over as the mode of pedagogical transmission. Student-centered learning is definitely powerful and allows for a more concrete knowledge base. Some aspects must be taught in the traditional manner, but even in the social sciences many concepts can be taught in a student-led method.
Kumar
Mohemid, by the way I have a wonderful review article on problem-based curricula. Hope this helps.
Article:
The effects of problem-based learning during medical
school on physician competency: a systematic review
hello sir..
i think this technique must be implemented at undergraduate and postgraduate level...and is a need of hour ...because today there is a difference in our theory and practice.... which can be lessen by this technique...moreover problem based teaching is the best way for improving our society and thinking.... and through this way we we can involve the youth contribution in eliminating the various problems....
This Interdisciplinary Journal of Problem-based Learning journal article might be helpful to you. It is entitled:
When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms
It is freely available.
http://docs.lib.purdue.edu/ijpbl/vol3/iss1/4/
Problem based learning is an effective learning at any level. In my opinion, PG students, especially mathematics students must enhance the ability to learn abstract topics also.
It's not easy to give unique and miraculous solution, as we have to give a solution and a vision to each context (cultural, linguistic, background of students, specialty,...). Some times classical pedagogical methods and tools are efficient, and could be supplemented with simple new methods.
There has been a lot of attention paid to problem-based learning/teaching during the 1990s. A nice contribution is the one of Savery (pdf file)
http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl&sei-redir=1&referer=http%3A%2F%2Fscholar.google.be%2Fscholar%3Fhl%3Dnl%26q%3Dproblem-based%2Bteaching%2Bin%2Bhigher%2Beducation%26btnG%3D%26lr%3D#search=%22problem-based%20teaching%20higher%20education%22
More recently, there a more critical position toward problem-based learning/teaching. has been taken by Kirschner, Sweller & Clark who documented their position in the following article (pdf).
http://dspace.library.uu.nl/bitstream/handle/1874/16899/kirschner_06_minimal_guidance.pdf?sequence=1
Anyway, the choice of a method highly depends on different factors, like teaching tradition, learning objectives, students', prior knowledge, characteristics of the knowledge domain, focus on declarative, procedural or conditional knowledge, student's self-regulating capacity, teacher's expertise and competencies,
In short, there is a need for clear conceptualization of problem-based teaching/learning and avoidance of monolithic teaching/learning methods
Problem based teaching is definitely the appropriate method for teaching the students of post graduate studies. However, the teacher's commitment and knowledge of students should be taken into account while planning and implementing problem based leaning.
I found my students very enthusiastic and keen while problems were given to them. But one small hindrance is time. Students tend to take more time while working on the problem.
Teaching at that level should be based on problems. The professional practice is a constant encounter with the problems.
Is it advisable then to study in another way?
Of course: digital and information technologies pose new ways of approaching the professional problem taken to teaching.
What to say about Virtual Reality?
Hello,
Problem solving based approach to teaching was founded a long time ago by a school of thought known as progressivism . Its founder was john Dewey, the American philosopher. This approach certainly lends itself very effectively to post-graduate situations where problem-solving based projects are often used to promote learning. In point of fact, task-based teaching is a typical example of problem solving strategies in which learners are assigned tasks posing some problem which they try to solve by negotiation of meaning and meaningful interaction.
Best regards,
R. Biria
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