One-day, one-problem is a unique adaptation of problem-based
learning (PBL) pioneered at Republic Polytechnic, Singapore. Here
students are challenged each day with a problem from their domain
and attain the necessary learning outcomes in the process of
responding to the problem. Throughout the day students would engage
in small group discussions, self-directed learning and
conversations with their teacher who plays the role of a
facilitator. This approach to learning and instruction represents a
new brand of constructivist learning in a more structured learning
environment compared to conventional PBL. This book contains a
series of chapters by authors with first-hand experience in the
One-day, one-problem PBL approach. Unlike other books on PBL, the
chapters are both research-informed and practical. Results of
empirical studies into the factors of PBL such as quality of
problems, tutor behaviours, scaffoldings, student learning and
interest are discussed together with practical implications for the
educator.
The book begins with an overview of the one-day, one-problem
process, providing a viewpoint from both the student and tutor.
Republic Polytechnic's pedagogical philosophy and epistemological
belief of education are introduced with the intent to share how the
polytechnic designed and implemented a system that supports the
philosophical beliefs. Results and practical implications of
empirical studies on the various factors that influence students'
learning in PBL are discussed. These include the quality of
problems and the use of scaffoldings for students' learning, tutors
as facilitators, preparation of staff for PBL, student assessment,
how students learn in the process of PBL and student interest.
General
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