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Group Work as a Learning Situation: A Qualitative Study in a University Classroom
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Postholm, May Britt – Teachers and Teaching: Theory and Practice, 2008
Problem-based learning, group work, project work and fieldwork are prescribed learning methods aimed at replacing or complementing traditional lectures in higher education in Norway (Innst. S. nr 337, 2000-2001) [Proposal to the Norwegian Parliament no. 337 (2000-2001)]. This is based on the belief that student activity can enhance learning. The…
Descriptors: Qualitative Research, Problem Based Learning, Group Dynamics, Foreign Countries
Educational Games for Developing Critical Thinking Skills: Pre-Service English Language Teachers' Views
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Derya, Sahhuseyinoglu – Hacettepe University Journal of Education, 2007
The aim of this paper is to present an application of a sample lesson plan which aimed to develop critical thinking skills through educational games. The participants were 46 second year pre-service English Language teachers who were taking a course titled Advanced Reading and Writing II in the Faculty of Education. The lesson plan included a set…
Descriptors: Educational Games, Critical Thinking, Speech Skills, Thinking Skills
Catalysing Student Autonomy through Action Research in a Problem Centered Learning Environment.
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Butler, Susan – Research in Science Education, 1999
Describes action research on the efficacy of problem-based learning using a hermeneutic dialectic methodology. Focuses on the emergence of students' critical-thinking skills, the relevance of science concepts taught, the interdisciplinary nature of the problems addressed, and the changing roles of the teacher and students. Reports that the course…
Descriptors: Action Research, Classroom Research, Constructivism (Learning), Critical Thinking
A Comparison of the Classroom Dynamics of a Problem-Solving and Traditional Laboratory Model of Instruction Using Path Analysis.
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Pizzini, Edward L.; Shepardson, Daniel P. – Journal of Research in Science Teaching, 1992
Compares models of the classroom dynamics for a traditional laboratory setting and a problem-solving-centered environment, both at the eighth grade science level. Descriptive data indicate no differences in the models, whereas path analyses suggest that, in the problem-solving model, student behaviors significantly correlate to lesson structure,…
Descriptors: Causal Models, Classroom Research, Classroom Techniques, Cognitive Style