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Problem-Based Teaching vs. Programmed Teaching: Challenges for the Future of Education


Letina, Alena; Diković, Marina
Problem-Based Teaching vs. Programmed Teaching: Challenges for the Future of Education // International Conference: The Future of Education, Conference Proceedings / Pixel (ur.).
Milano, Italy: Simonelli Editore, 2012. str. 305-309 (predavanje, nije recenziran, cjeloviti rad (in extenso), znanstveni)


Naslov
Problem-Based Teaching vs. Programmed Teaching: Challenges for the Future of Education

Autori
Letina, Alena ; Diković, Marina

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
International Conference: The Future of Education, Conference Proceedings / Pixel - Milano, Italy : Simonelli Editore, 2012, 305-309

ISBN
978-88-7647-808-6

Skup
International Conference "The Future of Education" 2nd Edition

Mjesto i datum
Firenze, Italija, 7. - 8.06. 2012

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Nije recenziran

Ključne riječi
Problem-based teaching; programmed teaching; student’s competences

Sažetak
Contemporary teaching practice is oriented towards the student who, through different forms of active learning, acquires appropriate competences which enable her/him to participate efficiently in different life situations. The central point of problem-based teaching is experiential learning. This form of teaching (didactic system) provides a significant shift from learning focused on memorization and reproduction of facts towards learning focused on implementation of the acquired knowledge. Its aim is examination and solving of real, complex problems and student’s effort, independence and activity in knowledge acquisition become emphasized. As opposed to that, programmed teaching provides material structured in a logical, concise manner, broken down into small units and systematically arranged in steps of gradually increasing complexity. Student masters the material by her/himself, determining her/his own learning tempo, and after solving a question is given the correct answer – the result which becomes basis for her/him further independent learning. This form of teaching is realized according to differentiated programming models. Both didactic systems aim to improve the process of learning and its efficiency and to help talented students as well as students with learning disabilities. Moreover, they incite student’s independency, i.e. development of student’s learning competence and realization of didactic principles. However, in spite of all these assets, both problem-based teaching and programmed teaching also have their liabilities. Through descriptive and comparative analysis this paper compares problem-based teaching practice and programmed teaching practice, problem-based and programmed assignments in educational material (textbooks), and determines their main properties, as well as their assets and liabilities. On the basis of theoretical analysis the paper also provides advice and suggestions on the usage of problem-based and programmed assignments in connection with attainment of goals and objectives of contemporary teaching practice oriented towards student’s competences as important precondition for the affirmation of contemporary education in the future.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija



POVEZANOST RADA


Projekt / tema
227-2271694-1692 - Učenje otkrivanjem i istraživanjem u nastavi prirode i društva (Nada Vijtiuk, )

Ustanove
Učiteljski fakultet, Zagreb