This text aims to rethink educational activity inspired by the thought of the philosopher Ignacio Ellacuría, in what we have synthesised as a "pedagogy of poverty." This should be understood as a pedagogy that, in the neoliberal context of Western societies, takes poverty as its "motor"--its efficient cause--and as its…

Ensure all learners have opportunities to engage deeply in meaningful intellectual work. In "Ambitious Instruction," author Brad Cawn offers a blueprint for how to make rigor visible, accessible, and actionable in grade 6-12 classrooms. The resource guides readers toward using the twin tenets of problem-based learning and synthesis to…

This SoTL study aimed to determine thirty-eight teacher candidates' self-efficacy after experiencing semester one of a yearlong residency. Researchers used a pre/post survey, the Teachers' Sense of Efficacy Scale (TSES), and a retrospective pre TSES to determine perceived levels of self-efficacy in three areas: classroom management, instructional…

This reflection provides an introduction to, and reflection on, the new text "Rethinking Problem-based Learning for the Digital Age" (Savin-Baden and Fraser, 2024). It begins by telling the story and rationale for the creation of the book and then provides an overview of the text of the whole. The next section discusses the purpose of…

A comparative analysis of 51 case problems used in five problem-based pedagogical models was conducted to examine whether there are differences in their characteristics and the implications of such differences on the selection and generation of ill-structured case problems. The five pedagogical models were: situated learning, goal-based scenario,…

Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in…

Beliefs about knowledge have been found to relate to a variety of student outcomes and to vary across educational domains and instructional contexts. However, there are limited data on students' beliefs about information and truth, vis-à-vis knowledge (i.e., epistemic beliefs) and how these beliefs differ across instructional settings.…

In this paper the authors draw on three sequential keynote addresses that they gave at Active Learning in Engineering Education (ALE) workshops in Copenhagen (2012), Caxias do Sol (2014) and San Sebastian (2015). Active Learning in Engineering Education is an informal international network of engineering educators dedicated to improving…

What is it to learn in the modern world? We can identify four "learning epochs" through which our understanding of learning has passed: a metaphysical view; an empirical view; an experiential view; and, currently, a "learning-amid-contestation" view. In this last and current view, learning has its place in a world in which, the more one learns,…

Following a brief introduction to problem-based learning (PBL) as one type of highly-engaged pedagogy, this article examines how PBL activities in a first-year writing class and an upper-level professional writing and rhetoric class led students to develop rhetorical subjectivities. We conclude that highly engaged pedagogies, like PBL, that…

Purpose: The purpose of this paper is to explore how active learning may help address the legitimacy and practicability issues inherent in introducing education for sustainability into business-related degree programs. Design/methodology/approach: The focus of this study is the experience of the authors in the development and implementation of…

Research projects are a very important part of any professor life sheet. Through these projects, they use their knowledge to solve real problems within professional area. Besides being an advance in research area, they can essentially contribute to improving teaching process. This work originates from the idea that the experienced gotten from…

Describes problems encountered in teaching a problem-centered undergraduate organic chemistry laboratory course. No text is used for this type of course; the students are encouraged to plan their own experimental routes. (MLH)

Presents an alternative way of developing biochemistry courses for first-year veterinary medicine students. The courses employ a problem-based learning approach that enables students to be responsible for their own learning while enabling teachers to be facilitators. (DDR)

In this paper, we explore the possibilities of applying the "mighty, blowing wind resting in ethereal space" metaphor explicated in the ancient Indian philosophical treatise of "Bhagavad Gita" as an analogical representation of the functional characteristics of new pedagogies. Of pertinent attributional focus is the analysis of…