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ERIC Number: EJ996260
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1812-9129
Problem-Based Learning in the Educational Psychology Classroom: Bahraini Teacher Candidates' Experience
Razzak, Nina Abdul
International Journal of Teaching and Learning in Higher Education, v24 n2 p134-143 2012
There was a concern from faculty at Bahrain Teachers' College that undergraduate Bahraini students lack the necessary competencies needed for success in educational contexts that are conducive to active, student-centered learning. It was decided that the students be introduced to a problem-based learning (PBL) strategy in one of their educational psychology courses to encourage more active learning on their part. PBL is a strategy through which students learn course content by analyzing and solving real-life problems related to the course, and in Bahrain it is a strategy that is seldom, if at all, applied in classroom contexts other than those of the medical sciences. In this sense, the current study was somewhat unique and it focused on exploring the effects of, and the students' reactions, to PBL. In it, observation, monitoring of students' performance, and students' personal reflections and group presentations were utilized as the main assessment instruments. Results indicated a high satisfaction rate with PBL, as well as improved learning outcomes in the educational psychology classroom, with the development of competencies that are more in line with what is needed for solid professional teaching practice. The results also suggested interesting implications related to teacher preparatory colleges and educational reform. (Contains 2 tables.)
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bahrain