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澳洲悉尼论文代写:PBL

基于问题的学习(PBL)倡导建构主义学习的原则,利用学生积极建构知识和整合个人经验的有意义的思想建设。它为他们提供了一个机会,探索自己的方式在成人监督下的知识,使他们在自己的学习自主,以及增加从事协作工作的机会。这些都是建构主义学习的不同维度。以问题为基础的学习方法为学生提供了一个结构不良的任务,引导他们拉出逻辑问题,推理和建议真正的替代方案,以获得解决问题或所需的任务。PBL的手推车(1986在该、高蒂尔和卢,2009称为)“基于问题的学习(PBL)的方法在现实生活中的案例和学生需要定义问题,形成假设,收集和分析数据,并评估或证明解决方案合作”(198页)。批判性思维是建构主义学习环境培养学习者技能的措施之一。它可以被定义为建立的假设,分析不同的内容或相关信息和预测随着证据的解决方案(Angelique和Lim,2009)。据宋等人。(2006)描述以问题为基础的学习环境是充满挑战和提供风险,使学习者明智的决定获得结果。此外,这种学习环境中,学习者接受挑战,涉及认知任务构建的创新思路和实现意义建构(Angelique和Lim,2009引用)。在这项研究中,我将分析学生的批判性思维的基础上,不同的谈判形式。

澳洲悉尼论文代写:PBL

Problem-Based Learning (PBL) advocates the tenets of constructivist learning that leverage active construction of knowledge by students and integration of personal experiences in a meaningful construction of ideas. It provides them with an opportunity to explore knowledge in their own way under the adult supervision and make them autonomous in their learning as well as increases the chances of engaging in collaborative work. These all are different dimensions of constructivist learning. Problem-based learning approach provides students an ill-structured task to direct them to pull out logical issues, reasoning and suggest genuine alternatives for getting a solution of a problem or desired task. PBL defined by Barrows (1986 as cited in Lajoie, Gauthier and Lu, 2009) “Problem-Based Learning (PBL) approach where real-life cases are presented and students are required to define the problem, create hypotheses, gather and analyze data, and evaluate or justify solutions collaboratively” (p. 198). Critical thinking is one of the measures of learners’ skills cultivated by constructivist learning environment. It can be defined as building hypotheses, analyzing different content or related information and predict a solution along with evidence (Angelique and Lim, 2009). According to Song et al. (2006) described that problem-based learning environment is full of challenges and offering risk which induce learners to take wise decision for getting results. Moreover, this learning environment in which learners accept challenges, involve in the cognitive task to construct innovative ideas and reach towards meaningful construction (as cited in Angelique and Lim, 2009). In this study, I will analyze students’ critical thinking on the basis of different forms of talks.

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