ICT-supported problem-based learning: Possibilities of applying problem-based learning from primary school to higher education
Előadó: Fruzsina Szabó - Balázs Czékman - Zita Somfalvi - Enikő Maior
Szabó Fruzsina: a Debreceni Egyetem nyelvtanára, PhD hallgató a Debreceni Egyetem Humántudományi Doktori Iskolában, innovatív pedagógia az angol nyelvtanításban, idegen nyelvoktatás a hátrányos helyzetű iskolákban
Czékman Balázs: PhD hallgató a DE Humántudományok Doktori Iskolájában: a mobil eszközök és az elektronikus tananyagok hatékonyságvizsgálata
Somfalvi Zita: PhD hallgató, a DE Humán Tudományok Doktori Iskolában: a nyelvvizsgahiány problématikája
Maior Enikő: Partiumi Keresztény Egyetem
Előadás absztrakt:
Problem Based Learning was originally created for medical students to better diagnose new illnesses; this methodology can be used in almost all the fields of education. Teachers can teach by appealing to students’ natural instincts to create, and they can improve students’ performance in different disciplines. So, we can say that it is an easy way of the acquisition and integration of new knowledge. While the content and structure of PBL courses may differ, the general goals and learning objectives tend to be similar. It begins with the assumption that learning is an active, integrated, and constructive process influenced by social and contextual factors. The task of our paper is to show how Problem-Based Learning can be used from primary to university level education in teaching different subjects.
There is an increasing need to replace the discipline-based, lexically focused knowledge-transfer in education with knowledge-organising methods that can contribute to the acquisition of the necessary and expected skills and competencies. Beside the requirements of the labour-market, the results of the international surveys (PISA, TIMMS) demand competencies that reach beyond the realm of subjects. The same is true of the educational integration of digital tools and technology: the innovative possibilities will only come about if an adequate pedagogy assists them (Hense et al., 2003). One of the most efficient learning-organising methods is problem-based learning, where students work in small groups and on tasks related to real-life problems.
Employing PBL can improve several skills, moreover it affects learning attitudes in a positive way. Digital technology widens the scope and thus PBL supported by it will appear. Research also underlines that solving real-life related problems will benefit students’ performance and learning process in a highly positive way (Molnar, 2004). PBL will facilitate and improve efficiency in foreign language teaching as well, since students in a PBL-centred classroom can learn with fewer instructions and turn out to be more sophisticated in their writing (Othman-Shah, 2013). When exposed to ICT, students report about more motivating and exciting English lessons (Marwan, 2015)
In our presentation we aim to introduce the digital tools, ICT applicable in PBL education, all of which can be also employed in foreign language teaching. Our collection of solutions can facilitate project-work and project-planning, group-formation, communication, collaboration. These also support creating projects and assessment. In our presentation we offer an insight into the advantages and challenges of PBL; we are presenting 3 different projects that were completed in a primary school, in a language school and in a university classroom.
