Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/48424
Type of publication: Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Education (S007)
Author(s): Gedvilienė, Genutė;Staniulevičienė, Dalia
Title: Probleminis mokymasis studentų reflektyviosios praktikos metu : patirtis Vytauto Didžiojo universitete
Other Title: Problem-based learning in students' reflective practice: the experience at Vytautas Magnus university
Is part of: Profesinis rengimas : tyrimai ir realijos = Vocational education: research and reality. Kaunas : Vytauto Didžiojo universitetas, 2012, nr. 23
Extent: p. 52-62
Date: 2012
Keywords: Probleminis mokymasis;Probleminio mokymosi modeliai;Reflektyvioji praktika;Models of problem-based learning;Reflective practice
Abstract: Šiame straipsnyje aptariamas probleminis studentų mokymasis reflektyviosios praktikos metu. Kokybinis fenomenologinis tyrimas atliktas Vytauto Didžiojo universitete. Tyrime dalyvavo Socialinių, Humanitarinių, Menų, Gamtos mokslų, Politikos mokslų ir diplomatijos fakultetų studentai. Vienuolika universiteto studentų, dalyvaujančių praktinio mokymosi procese, pusiau struktūruotų interviu metu pasidalino savo nuomone apie probleminį mokymąsi. Buvo diskutuojama apie žinias, mokymąsi, problemos scenarijus, studentus, tarpininkus, vertinimą probleminio mokymosi metu. Tyrimo duomenų analizė atskleidė probleminio mokymosi svarbą studentams mokantis reflektyviosios praktikos metu
The purpose of this article is to examine problem–based learning in students’ reflective practice at Vytautas Magnus University. The tasks are to discuss the aspects of learning and to analyse the participants’ in this practice opinions about problem-based learning, checking five models of problem-based learning in students’ reflective practice during university studies. Eleven students from five faculties, Social Sciences, Humanities, Fine Arts, Political Science and Diplomacy, and Natural Sciences took part in this research. This qualitative phenomenological study highlights the nature of problem–based learning: the aspects of epistemological competence, professional action, interdisciplinary understanding, trans-disciplinary learning and critical contestability. The research demonstrates the important roles of students and facilitators in problem-based learning at the university level. It is also important to mention that all five models are significant and often overflap in students’ reflective practice
Internet: https://hdl.handle.net/20.500.12259/48424
Affiliation(s): Edukologijos institutas
Socialinių mokslų fakultetas
Vytauto Didžiojo universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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