Problem Posing and Technology: Impact on Preservice Teachers' Learning Strategies

• In Event: 53.081 - Roundtable Session 21
  In Roundtable Session: 53.081-12 - All About Problems: Considerations of Problem-Based Learning Problems for Learning Processes and Outcomes

Abstract

Purposes of study

This study investigated
1. the predictive relations of preservice teachers’ perceptions of problem posing and their learning strategies before and after PBL where the problem scenario is presented in written script format or video format.
2. how problem presentation modality impacts these predictive relations before and after PBL.

Theoretical framework
Problem posing is defined as the learners’ perception of the problem scenario in simulating interest and engagement of learning. It is posited as a key process in PBL because it is a stimulus for learners’ learning. The way problems are crafted and presented in PBL determines the type of learning experience for the learners. An authentic and unstructured problem allows learners to express their perspectives and ideas, engage critical thinking skills to assess information (Chrispeels & Martin, 1998), and employ metacognitive skills to reflect on their own problem-solving process (Barrows & Myers, 1993).

Since 1960s, the rich potential of video technology has been tapped to expose preservice teachers to the authenticity, richness and complexity of the classroom contexts (Brophy, 2004). According to Ma, O’Toole, and Keppell (2008), the behavioural gestures, eye contact, and facial expressions offered by video scenarios can raise learners’ interest and trigger learners’ in-depth discussions (Bouthillier & Dilanni, 2001). Thus, researchers should look into the potential of using video scenarios to trigger student’ interest and cognitive engagement, and hence enrich students’ PBL experience.

Methods
The measures used for this study were from the Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich, Smith, Garcia, and Mckeachie (1993). The learning strategies section contains 29 items and assesses five key dimensions of learning strategy, including learners’ rehearsal, elaboration, organisation, critical thinking, and meta-cognitive self-regulation. Path analysis using AMOS 19.0 (Arbuckle, 2011; Byrne, 2010) was used in this study.

Data sources
Two samples were involved in this study. The first sample comprised of 1041 preservice teachers from Fall 2009 intake doing a core Educational Psychology course using the PBL approach with the problem scenario in written script form. The second sample consisted of 1029 preservice teachers from Fall 2010 using the PBL approach with the problem scenario in video format.

Results
Results indicated problem presentation modality impacted the role of preservice teachers’ perceptions of problem posing in connecting learning strategies they adopted before and after PBL. In the PBL environment using problem scenario in script form, preservice teachers’ pre PBL elaboration and metacognitive self-regulation strategies positively predicted problem posing. In the PBL environment using problem scenario in video format, preservice teachers’ pre elaboration, organization and metacognitive self-regulation strategies positively predicted problem posing. The key process of problem posing significantly predicted post PBL elaboration strategies, organisation strategies, critical thinking strategies and metacognitive self-regulation.

Scholarly significance
This study indicates the potential and viability of using video scenarios to trigger students’ engagement in learning strategies, and hence enrich students’ PBL experience. It reinforces the
key process of problem crafting and representation is crucial in achieving the intended aims of nurturing critical and reflective self-directed learners.

Authors

• Bee Leng Chua, Nanyang Technological University

• Oon Seng Tan, Singapore National Institute of Education

• Woon Chia Liu, National Institute of Education - Nanyang Technological University