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4. Лебедева Т.Н. Применение информационных технологий в курсе «Математика и информатика» в среднем специальном учебном заведении / Т.Н. Лебедева // Информационные технологии в образовании: сб. тр. - М., 2000. - Ч. 2. - С. 220-221.
THE EFFECTIVENESS OF PROBLEM-BASED LEARNING
© Sagitova Zh.*, Mirzambetova Zh.*, Kungozhanova A.*
Kazakh Humanities and Law University, The Republic of Kazakhstan, Astana
This article observes problem-based learning where students engage complex, challenging problems and collaboratively work toward their resolution. Problem-based learning is about students connecting disciplinary knowledge to real-world problems - the motivation to solve a problem becomes the motivation to learn.
Keywords: Problem-based learning, problem-solving methodology, effectiveness of problem-based learning, teaching method.
Problem-based learning is a type of developing learning which combines systematic self-search activities of students with the assimilation of ready-made conclusions of science, and the system of methods is built on goal-setting and problematic principle. The interaction of teaching and learning focused on the formation of cognitive independence, sustainable motives for learning and thinking skills in the assimilation of scientific concepts and ways of life.
Problem-based learning is a modern level of development of didactics and teaching practice. It is effective in students’ development. This method is called problematic not only because all educational material is learnt by students individually but there is an explanation of the teacher, reproductive activities of students, goal settings and exercising. The organization of educational process based on the problematic principle and systematic solution of educational problems is a characteristic feature of this type of learning [1].
Problem-based learning has a positive impact on the assimilation of four components of educational content (knowledge, skills, experience, creativity, and value orientations) on each lesson. Elements of problem-based learning motivate students to search information independently and stimulate thinking therefore, do not abstract knowledge but personalized. They allow students to teach themselves to see the problem, formulate it, find solutions and solve it. The main task of education is to introduce the individual in appropriate cultural tradition, to moralize the individual, to turn him from a natural creature in the free moral personality.
Linguists distinguish two ways of getting knowledge in problem-based learning productive and non-productive. Productive is where students acquire
Преподаватель английского языка кафедры Английского языка.
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knowledge on their own, using all their mental faculties and non-reproductive where the teacher provides students with ready for usage knowledge. The work of the teacher is also changes; he will be able to differentiate his help because someone needs it more and someone less.
In the working process, a tendency to improve the quality of students' knowledge of English became visible where students acquire knowledge not by memorizing and remembering as a ready - made product, but as a result of intellectual work on problem-solving based on the content of the studied material.
The use of problem-solving methodology based on integrated technology provides high effectiveness of learning, the inclusion of every student in the process of creative thinking and collaboration of creative activity, promotes the formation of linguistic and communicative competence of students, where the most common types of work are: pair work, work in small groups, general discussions, discussion, exchange of experiences, role plays [2].
Students must be taught to think, to find the problem and its solutions, to apply the material creatively to adapt it to different situations, to use the acquired knowledge in new situations. To do this, the elements of problem-based learning must be used on the lessons, both during the introduction of new material, knowledge processing and control of knowledge and skills.
All the activities of the teacher are based on the specific requirements and laws, called the principles of learning. One of them is the principle of accessibility. The key point of this principle is that the material should be available by difficulties but also should require some effort to assimilate it. Easy tasks reduce mental activity and interest in learning. Undue hardship does not lead to success and lack of success causes a loss of confidence and decreases any interest in learning. The teacher should take into consideration the level of development of students and at the same time contribute to its improvement.
Problem-based learning provides a new structure of the lesson in which a great place is given to independent work of students. However, the role of the teacher is not reduced but increased, since it is necessary to control the learning process and provide students with specific tasks, monitor their progress, analyze the correctness of mental activity of students, monitor the final result assignments and carry out individual and differentiated approach to students.
Problem-based learning has two objectives:
1. To form the necessary system of knowledge and skills in students.
2. To achieve a high level of intellectual development of students.
Both of these tasks can be implemented with great success in the process of problem-based learning as learning takes place during active searching and in the process of solving cognitive tasks.
Students’ training activities in the process of transferring earlier situations while doing more and more new tasks followed by the intellectual satisfaction of overcoming difficulties and the illusion of complete independence in discoveries
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all these have a positive effect on the formation of personality: a stable cognitive interests and motives of learning activities are formed, a creative approach to educational material is developed.
Problem approach in teaching the English language can be performed in all kinds of speech activity (speaking, reading, and writing). At each stage a system of exercises based on the problem situation can be used. When performing these exercises an important role belongs to visual and auditory materials that allow finding a variety of options of problem situations.
To create a learning situation it is necessary to know the components included in its semantic content.
The components of the semantic content of the situation are the following: purpose, participants, place and time of communication.
Levels of problem-based learning depend on the content of the educational material (possibility to create problematic situations of varying degrees of difficulty) and the type of independent action of a student. According to these features experts distinguish four problems:
1. level of reproductive activity;
2. level of application of previous knowledge in new situations;
3. reproductive and searching level;
4. level of creativity.
The strengths of this method include the following:
- This technology has practical importance in the formation of cultural and social competencies of student’s personality.
- Lessons with problem-based learning technologies contribute to creating a holistic perception of the world, preparing students to cultural, professional and personal communication.
- The technology helps to maintain high motivation to learn a foreign language.
- As a result of the use of problem-based learning introduction to the cultural heritage and spiritual values occur not only in their own country but also in other countries.
- Problem - based learning promotes the development of imagination, fantasy and thinking and stimulates cognitive interest.
- Problem-based learning teaches students to get knowledge individually that is important in today's information society, where the main capital is the ability to extract information which is the most valuable and important product.
- Problem-based learning technology is different from the traditional one because it puts the student in a position where he is forced to think actively and intensively using his intellectual capacity to solve problems and to form the theoretical outcomes, which is obtained from an independent search.
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- Problem-based learning is more productive, as students spend minimum time on the acquisition of knowledge and skills in comparison with traditional learning as in a problem situation the acquisition of knowledge, practical skills and search occur at the same time [3].
The effectiveness of this method can be seen in my English lesson plans. Here I suggest you two of them: holidays and famous fears and phobias.
Theme: Holidays Objectives:
- To learn vocabulary about holidays.
- To explore and compare the same holiday in different countries.
- To discuss issues related to holidays.
- To communicate information, ideas and opinion.
- To request and provide information in both spoken and written contexts. Problem-Solving question: What can holidays tell us about community’s culture and values?
Solution:
1. Holidays can familiarize us with the culture, traditions and values of definite community.
2. Holidays can unite people and nations.
3. Show we are unique but we have the same values.
Steps:
1. Brainstorming.
2. Discussion: «Are holidays important?».
3. Students explore and compare the same holiday in different countries (Christmas, New Year).
4. Make dialogues.
5. Write a short essay «Why do holidays change during some period of time?».
6. Short discussion «What holidays have lost their original intent and purpose? Is this good or bad?».
7. Write an essay «How can I present my culture through a holiday?».
8. Interview (two strangers talk about holidays in their country).
9. Outcome.
Theme: famous fears and phobias.
Objectives:
- To develop oral and written message.
- To learn vocabulary about fears and phobias.
- To explore different fears and phobias, their signs and symptoms.
- To demonstrate understanding of general information.
Problem-solving question: How do fears and phobias influence on our life? Solution: 1. Fears and phobias rule our life.
2. Fears and phobias make us stronger.
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3. Your variant.
Steps:
- Brainstorming: fears and phobias.
- Define «Normal fear or phobia».
- Questions for discussion.
- Students explore different fears and phobias.
- Read physical signs and symptoms of phobia.
- Make up 5 questions about fears and phobias, ask groupmates and write a report.
- Reading for understanding.
- Discuss proverbs and expressions about fears and phobias
Brainstorming: fears and phobias.
A fear is a normal emotion that everyone experiences and can easily overcome it.
A phobia is a type of anxiety disorder, which are disorders in a person wherein they feel anxious about a certain object or situation. phobias are irrational fears of a certain object or situation. It is an uncontrollable feeling and cannot be easily overcome.
A phobia is an intense fear of something that, in reality, poses little or no actual danger. Common phobias and fears include closed-in places, heights, highway driving, flying insects, snakes, and needles. However, we can develop phobias of virtually anything. Most phobias develop in childhood, but they can also develop in adults.
Table 1
Define «Normal» fear vs. phobias
Normal fear Phobia
Feeling anxious when flying through turbulence or taking off during a storm Experiencing butterflies when peering down from the top of a skyscraper or climbing a tall ladder Getting nervous when you see a pit bull or a Rottweiler Feeling a little queasy when getting a shot or when your blood is being drawn Not going to your best friend’s island wedding because you’d have to fly there Turning down a great job because it’s on the 10th floor of the office building Steering clear of the park because you might see a dog Avoiding necessary medical treatments or doctor’s checkups because you’re terrified of needles
Questions for discussion
What are some common fears?
Is everyone afraid of something?
Are fears rational or are they irrational? What are you afraid of and why?
Can we cure fear?
Should we cure fear? Or is fear good?
Why do some people appear to be fearless?
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Why do some people take unnecessary risks?
Is fear ever fun? Do you like scary movies or scary amusement park rides?
Students explore different fears and phobias
Common phobias and fears
Fear of spiders, Fear of snakes, Fear of heights, Fear or closed spaces, Fear of storms, Fear of needles and injections, Fear of public speaking, Fear of flying, Fear of germs, Fear of illness or death
Physical signs and symptoms of a phobia
Difficulty breathing, racing or pounding heart, chest pain or tightness, trembling or shaking, feeling dizzy or lightheaded, a churning stomach, hot or cold flashes; tingling sensations, sweating.
Emotional signs and symptoms of a phobia.
Feeling of overwhelming anxiety or panic, feeling an intense need to escape, feeling «unreal» or detached from yourself, fear of losing control or going crazy, feeling like you’re going to die or pass out, knowing that you’re overreacting, but feeling powerless to control your fear.
Discuss proverbs and expressions about fears and phobias
«The oldest and strongest emotion of mankind is fear». - H.P. Lovecraft.
«Love is what we were born with. Fear is what we learned here». - Author Unknown.
«He who fears to suffer, suffers from fear». - French Proverb.
«Fear makes the wolf bigger than he is». - German Proverb.
«He who fears something gives it power over him». - Moorish Proverb.
So, the use of elements of problem-based learning contributes to the approaching of the educational process to real life, learning becomes purposeful and meaningful during which students do a real intellectual work and come to solve real-life problems. This method also increases the skill and experience of a teacher and contributes to more efficient development of foreign languages.
References:
1. Belyakova E.A. Problem tasks as the reception of foreign language teaching of university students // Proceedings of Volgograd State Pedagogical University. - 2011. - V 55. - № 1. - pp. 97-100.
2. Pedagogical technologies: a study letter for students of pedagogical specialties / M.V Bulanova. - Toporkova on the total edition Kukushina VS. - 4th ed. - Center «MarT»: Phoenix, 2010. - pp.333.
3. Sitarov VA. Problem-based learning as one of the trends of modern teaching technologies // Knowledge. Understanding. Ability. - 2009. - № 1. - pp. 148-157.
