Problem-Based Learning (PBL) Process Model Quiz

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Questions and Answers

What is the first step in the Camp, Kaar, Molen & Schmidt (2014) Model for scaffolding the PBL process?

Brainstorming
Analyzing the problem
Clarifying unfamiliar terms (correct)
Problem definition

In the seven-jump approach, which step involves activating and determining the preexisting knowledge of group members?

Clarifying unfamiliar terms
Analyzing the problem
Brainstorming (correct)
Problem definition

What does the group have to agree upon in the problem definition step?

Explanation of preexisting knowledge
Phenomena that need to be explained (correct)
Ranking of ideas
Critical analysis of contributions

Which step involves discussing and systematically analyzing explanations and hypotheses of group members?

Analyzing the problem (C) Signup and view all the answers

What does the teacher do during brainstorming according to the Camp, Kaar, Molen & Schmidt (2014) Model?

Collect ideas without critical analysis (A) Signup and view all the answers

In which step does the teacher facilitate group members to understand unfamiliar terms related to the problems?

Clarifying unfamiliar terms (B) Signup and view all the answers

What is the primary responsibility of the teacher during the brainstorming phase?

Ensuring all points from the brainstorming are discussed (D) Signup and view all the answers

What should group members do during the self-study phase?

Search for relevant literature to answer learning goals questions (C) Signup and view all the answers

What is the purpose of formulating learning goals in step 5?

To determine what knowledge the group lacks (A) Signup and view all the answers

What should the teacher ensure during the self-study phase?

Stimulate all group members to find out the answer to learning goals from relevant literature (D) Signup and view all the answers

Why is it important to stimulate group members to find relations between topics during brainstorming?

To deepen the discussion and promote better understanding (C) Signup and view all the answers

What should happen after reporting sources used in self-study activities?

Have a discussion on learning goals based on studied literature (A) Signup and view all the answers

In Problem-Based Learning (PBL), what is one of the key activities that students engage in?

Reflection on what they learned and strategies employed (D) Signup and view all the answers

According to Barrows (nd), what is a characteristic of Problem-Based Learning (PBL) related to learner motivation?

Increase in learner responsibility for problem-solving (D) Signup and view all the answers

What is one of the skills that Problem-Based Learning (PBL) aims to develop in students?

Collaboration skills (B) Signup and view all the answers

According to Barrows (1989), what is a central part of his model for Problem-Based Learning (PBL)?

Defining the problem and setting the climate (B) Signup and view all the answers

What is one of the key aspects that students using the Barrows (1989) model may summarize their discussion under?

Whiteboard or flipchart shared headings (A) Signup and view all the answers

Which of the following is NOT a characteristic of Problem-Based Learning (PBL) according to Barrows (nd)?

Decrease in learner motivation (D) Signup and view all the answers

Study Notes

Camp, Kaar, Molen & Schmidt (2014) Model

The model proposes a seven-jump approach to scaffolding the Problem-Based Learning (PBL) process.
The seven jumps are: Clarifying Unfamiliar Terms, Problem Definition, Brainstorm, Analyzing the Problem, Formulating Learning Goals, Self-Study, and Reporting.

Clarifying Unfamiliar Terms

The teacher facilitates group members to understand unclear terms and concepts in the problem description.

Problem Definition

The group defines the problem in the form of one or more questions.
The teacher stimulates group members to formulate possible problem definitions.

Brainstorm

The group generates as many explanations, ideas, and hypotheses as possible without critical analysis.
The teacher encourages each member to contribute and summarizes the ideas at the end.

Analyzing the Problem

The group discusses and analyzes the explanations and hypotheses in depth.
The teacher ensures that all points are discussed and stimulates group members to promote depth in the discussion.

Formulating Learning Goals

The group formulates learning goals based on contradictions, obscurities, and ambiguities from the problem analysis.
The teacher ensures that all obscurities and contradictions are converted into learning goals.

Self-Study

Group members search for relevant literature to answer the learning goals questions.
The teacher stimulates group members to find answers from relevant literature.

Reporting

Group members report their findings in the next tutorial meeting.
The teacher ensures that the group has a conclusion of each learning goal with a summary.

Hmelo-Silver (2004) and PBL Initiative

Hmelo-Silver (2004) described PBL as a collaborative learning approach where students identify what they need to learn to solve a problem.
The PBL Initiative describes PBL as a learner-centered approach that promotes learner motivation, ownership, and collaboration.

Barrows (1989) Model

The Barrows model involves setting the climate, defining the problem, and summarizing the discussion under headings.
Students using this model may summarize their discussion under these headings on a shared learning environment.

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Description

Test your knowledge on the seven-jump approach for scaffolding the Problem-Based Learning process. Learn about clarifying unfamiliar terms and concepts in a problem description to enhance group understanding.