Presented by:
Isabel Mesquita
Maria João Almeida
Key Statement:
Problem-based learning in physical education teacher education fosters student- centered knowledge construction and develops critical thinking, teamwork, creativity, and decision-making skills.
Keywords:
Problem-Based Learning, Active Learning, Student-Centered Approach
Abstract:
This study presents the pedagogical practice implemented in the curricular unit of Didactics (Physical Education Teacher Education), based on problem-based learning in conjunction with other active and interactive pedagogical strategies. This pedagogical approach was developed in five progressive phases: 1) Formulation of problem scenarios; 2) Implementation of flipped classroom; 3) Cooperative Learning; 4) Experiential Learning; and 5) Inter-group Discussion and Proposal of the Class Problem Solution. Multiple skills were developed in the students: reflection, critical thinking, teamwork skills, creativity, and decision-making abilities. These skills were considered crucial for achieving a better content understanding and responsibility for their own learning.
Learning Outcomes:
1. Consider the use of problem-based learning as a useful pedagogical approach in physical education teacher education.
2. Recognize problem-based learning as a student-centred approaches, based on active and interactive pedagogies that promote the construction of knowledge by the student.
3. Acknowledge the relevance of problem-based learning in developing multiple personal and social skills for students, such as reflection, critical thinking, teamwork skills, creativity, and decision-making abilities.
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TRANSCRIPT:
Problem-Based Learning is a pedagogical approach based on the formulation of realistic problems that encourage students to investigate and develop critical thinking to solve the defined problem scenario. For example, such competencies are crucial for the development of PE teachers. Thus, the main purpose of this study was to analyze the impact of PBL in the performance learning indicators of higher education students enrolled in the master's degree for teacher education. We applied the PBL in a curricular unit of Didactics, with a duration of one semester and two classes per week.
The PBL approach comprised 5 phases: First: formulation of problem scenarios. Second: implementation of flipped classroom. Third: Working in groups and sharing knowledge. Fourth: Practical experience. Fifth: group discussion and reflection
The application of PBL lead to optimal performance indicators. For example, the pedagogical surveys presented a high classification for all indicators. The assessment results are very positive, with a high percentage of students approved. And, the final results achieved by students are very positive, with students achieving a mark of 17 out of 20.
In conclusion, PBL seems to be a successful pedagogical approach to be applied in higher education, since students were more committed, engaged, and critical regarding their own learning.
REFERENCES:
Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson & W. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice. New Directions For Teaching and Learning Series, No. 68 (pp. 3-11). San Francisco: Jossey-Bass.
Boud, D. & Feletti, G. (1991). The challenge of problem-based learning. London: Kogan Page.
Drinan, J. (1991). The limits of problem-based learning. In D. Boud & G. Feletti (Eds) The challenge of problem-based learning, pp. 315–321. London: Kogan Page.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20.