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Integration of problem based learning and scaffolding for educational purpose: a review

Problem-based learning (PBL) is a student-centered approach that has potential to foster independent study and critical thinking skills. This review discusses how PBL incorporates scaffolding that could benefit vocational learning in Education. These are strategies employed to expose students to rea...

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Main Authors: Girei, Mohammed Musa, Abdullah, Zaleha
Format: Article
Published: SDA, LTD 2020
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/id/eprint/91780/
https://www.psychosocial.com/article/PR261059/23337/
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spelling my.utm.917802021-07-28T08:42:48Z http://eprints.utm.my/id/eprint/91780/ Integration of problem based learning and scaffolding for educational purpose: a review Girei, Mohammed Musa Abdullah, Zaleha L Education (General) Problem-based learning (PBL) is a student-centered approach that has potential to foster independent study and critical thinking skills. This review discusses how PBL incorporates scaffolding that could benefit vocational learning in Education. These are strategies employed to expose students to real-world problem solving, critical thinking skills and effective knowledge transfer through active engagement. This review employed a systematic approach. Eleven (11) research articles were selected and scrutinized. Results indicated that undertaking the role of a specialist as instructor can take a dynamic task in PBL strategy. Provide the necessary resources to build learners who could address ill-structured problems. Be able to use the application of real-life experience and specialist-level strategies to address the cognitive task. This complex skill cannot be acquired through conventional teaching. However, can be acquired through the scaffolding of progressive, stimulating learning opportunities, routine exercise and self-reflection. Solving real-world problems entails active collaboration and exploiting the potentials of technologies available for us. Thus, instructors need to be contented as facilitators of a learning situation that is often complex and challenging task. Consequently, it is established that the PBL and scaffolding have the potentials to enhance students' critical thinking skills. Though, with a careful structure of authentic learning situation. The application of appropriate technology to offer an on-line scaffolding strategy can support student’s engagement with the learning activities. Though, if question prompts in PBL is provided in a complicated or difficult manner, the question prompts could be an interruption of learning instead of assistance. SDA, LTD 2020-05 Article PeerReviewed Girei, Mohammed Musa and Abdullah, Zaleha (2020) Integration of problem based learning and scaffolding for educational purpose: a review. International Journal of Psychosocial Rehabilitation, 24 (6). pp. 10667-10679. ISSN 1475-7192 https://www.psychosocial.com/article/PR261059/23337/
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
topic L Education (General)
spellingShingle L Education (General)
Girei, Mohammed Musa
Abdullah, Zaleha
Integration of problem based learning and scaffolding for educational purpose: a review
description Problem-based learning (PBL) is a student-centered approach that has potential to foster independent study and critical thinking skills. This review discusses how PBL incorporates scaffolding that could benefit vocational learning in Education. These are strategies employed to expose students to real-world problem solving, critical thinking skills and effective knowledge transfer through active engagement. This review employed a systematic approach. Eleven (11) research articles were selected and scrutinized. Results indicated that undertaking the role of a specialist as instructor can take a dynamic task in PBL strategy. Provide the necessary resources to build learners who could address ill-structured problems. Be able to use the application of real-life experience and specialist-level strategies to address the cognitive task. This complex skill cannot be acquired through conventional teaching. However, can be acquired through the scaffolding of progressive, stimulating learning opportunities, routine exercise and self-reflection. Solving real-world problems entails active collaboration and exploiting the potentials of technologies available for us. Thus, instructors need to be contented as facilitators of a learning situation that is often complex and challenging task. Consequently, it is established that the PBL and scaffolding have the potentials to enhance students' critical thinking skills. Though, with a careful structure of authentic learning situation. The application of appropriate technology to offer an on-line scaffolding strategy can support student’s engagement with the learning activities. Though, if question prompts in PBL is provided in a complicated or difficult manner, the question prompts could be an interruption of learning instead of assistance.
format Article
author Girei, Mohammed Musa
Abdullah, Zaleha
author_facet Girei, Mohammed Musa
Abdullah, Zaleha
author_sort Girei, Mohammed Musa
title Integration of problem based learning and scaffolding for educational purpose: a review
title_short Integration of problem based learning and scaffolding for educational purpose: a review
title_full Integration of problem based learning and scaffolding for educational purpose: a review
title_fullStr Integration of problem based learning and scaffolding for educational purpose: a review
title_full_unstemmed Integration of problem based learning and scaffolding for educational purpose: a review
title_sort integration of problem based learning and scaffolding for educational purpose: a review
publisher SDA, LTD
publishDate 2020
url http://eprints.utm.my/id/eprint/91780/
https://www.psychosocial.com/article/PR261059/23337/
_version_ 1706956993069056000
score 13.211869

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