Exploring Factors of a Web-Based Seminar That Influence Hispanic Preservice Teachers’ Critical Thinking and Problem-Solving Skills

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.

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The Effects of Web-Based Instruction in Physics Entitle Momentum Using Collaborative Learning by Google Application to Enhance Problem Solving Skills for Grade XI Students

SSRN Electronic Journal ◽

10.2139/ssrn.2474698 ◽

2014 ◽

Author(s):

Tawee Sranamkam

Keyword(s):

Problem Solving ◽

Collaborative Learning ◽

Web Based ◽

Problem Solving Skills ◽

Web Based Instruction ◽

Based Instruction

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Educational puzzles for understanding gastrointestinal physiology.

AJP Advances in Physiology Education ◽

10.1152/advances.1999.276.6.s1 ◽

1999 ◽

Vol 276 (6) ◽

pp. S1 ◽

Cited By ~ 18

Author(s):

C M Bailey ◽

C T Hsu ◽

S E DiCarlo

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Active Learning ◽

Small Group ◽

Deductive Reasoning ◽

Group Discussion ◽

Small Group Discussion ◽

Educational Tools ◽

Problem Solving Skills ◽

Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

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4th grade maths teacher participation in programmes for improving students’ critical thinking or problem-solving skills

Measuring Innovation in Education 2019 - Educational Research and Innovation ◽

10.1787/f7cd149f-en ◽

2019 ◽

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Teacher Participation ◽

Problem Solving Skills

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Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

Journal of Teacher Education ◽

10.1177/0022487118755701 ◽

2018 ◽

Vol 70 (4) ◽

pp. 319-334 ◽

Cited By ~ 1

Author(s):

Adrie A. Koehler ◽

Peggy A. Ertmer ◽

Timothy J. Newby

Keyword(s):

Preservice Teachers ◽

Problem Solving ◽

Class Discussion ◽

Problem Solving Skills ◽

Cognitive Levels ◽

Design Skills ◽

Based Instruction ◽

The Impact ◽

Active Facilitator ◽

Case Based

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

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