PGDT HBEF4606 Appendix 1

Practicum Lesson Plan

(to be filled by student teacher)

Class: 4 INOVATIF Topic: 4.2.4: Functional Information and Communication

Level: Upper Secondary
Time: 09:25 am – 10:35 am (01 August 2018)
Technology Division
4.2.5: The Research and Development Functional Part
4.2.6: Purchase Functionality Section
Skills: Problem solving and critical thinking refers to the ability to
use knowledge facts and data to effectively solve the problem. As
a teacher, teachers should be able to think in shoes, assess the
problem, and find the solution within reasonable time frame. b)
using PAK – 21 (stimulate student responses on teaching and
learning)

General Objective(s): from the process of teaching and learning, student can explain about
the functional section of ICT, Research and Development and; intersection between them and
Purchase Functionality Section
Specific Objective(s):student have an ability to explain about the definition, purpose and
roles of each of every part of each functionality (R&D, ICT & Purchasing) and the relation
between them in business organisation to achieve business development

Previous Knowledge: business operation, organisation structure, VMO, understanding on

functional part (administration, human resources, financial, ICT, research and development,
purchase, production, marketing, distribution, customer service and sales), resource sharing
system, invoice and quotation, manufacturer, suppliers, wholesalers, distribution strategy

Moral Values: (EMK=Financial, Language and Entrepreneurial)

Thinking Skills: To develop student’s skills such as Problem Solving, Self-directed, Teamwork
and Interpersonal communication skills, teachers use PBL (Problem Based Learning)

Teaching Material: Textbook, Work sheet, Group Presentation (LCD, Projector)

Stage Teacher Activity
Set induction To stimulate student
(3 minutes) interest, teachers ask
student about who is the
meaning if ICT and how
does ICT interact with
business organisation
2) what is the
intersection/interaction
between ICT and R&D in
produce the product? Give
the examples of R&D and
ICT
3) to stimulate student
response on purchase,
teacher ask student about
their favourite business and
how to apply their business
into purchase procedure
based I-THINK diagram in
text book?
Explanation For lesson:4.2.4 Teacher
(8 minutes) practice JOM CUBA
(MS182)
And brief discussion on
advantages and
disadvantages of ICT in
business development
For lesson 4.2.6: By using
I-THINK map (flowchart
and diagram) diagram 4.6
teacher explain about
purchase procedure with
application case study:
stationary bookstore
Practice and Teacher divide student into
metacognition some group and teacher
(10 minutes) give task (JOM CUBA) to
student (page 181)
Teacher explain detail
about application case –
Qaisara bookstore from by
Student Activities Teaching Class
Materials Organisation
Based on their
intellectual and text
book, students
answer: example:
marketing work is
more effective
2) the example of
ICT and R&D such
as MARDI- rice
breed type and their
advantages from cost
benefit and quality
product
3) student answer :
Stationary bookstore
Student read silently
Student listen to the
teacher’s explanation
about the content of
the diagram and
recite the diagram
Student identify the
main ideas
Student work in
group or pair to
complete task
(example of ICT in
business- easier
transaction-email, e
promotion and
marketing) and apply
 identifying the product
want to buy, identify
supplier, the bidding price
comparison between
suppliers, approval and
acceptance of purchase
order, and payment and
receipt of good form
suppliers
it into Qaisara
bookstore
For example: during
in the process - find
and receive quotes
from suppliers,
internet marketing
was used and email
to facilitate
transaction (save
time and cost)

Application
(7 minutes)

Evaluation
(10 minutes)

Closure To in still the value of Students listen

(2 minutes) respect towards other attentively to the
people and their job, teacher and take
teachers wrap –up the notes of the extended
lesson by starting up the activity that they
definition, and roles for should do
each functional of
department in business
organisation and wrap up
the lesson of application
case study Qaisara
bookstore as an example in
purchase procedure

Question JOM CUBA (MS 181 & 182)

1.0 Piaget 4 stages of the Cognitive Development

Jean Piaget was an influential psychologist of the 20th century. Piaget was
especially interested in developmental psychology and studied the different ways of
human acquire, retain and develop knowledge. Today many teachers still use Piaget’s
theories to enhance student educations. Piaget studied knowledge development in
people of all ages, including young children and this theory are relevant for K-12
classroom.

In Piaget 4 stages of cognitive development, Piaget emphasized on how children

learned. By applying this approach, as a teacher, I had created question based on lesson
plan, ask student and follow them on their answer or make the comments. Parallel with
Piaget, Piaget believed that the students unstructured answer provided him with an
understanding of how they thought and in Piaget concept, right or wrong answer is not
priority, but the ways of how children learn used logic and reasoning. The level of
logical thinking for every student differently at different times in their lives. As a
teacher, in my lesson during the teaching and learning process, I am guide the student,
encourage student to learn from their mistakes, focuses on the process as well as on the
result, respect each students individual interest, and abilities and limits.

Besides, every normal student passes through 4 stages of cognitive (intellectual)

development in their lives. The 4 stages cognitive development are:

Figure 1: the four stages of cognitive development

Sensorimotor

(0-2 years)

Pre operational

(2-7 years)

Concrete

(7-11 years)

Formal Operation

(abstract thinking)

11 years and above

 For my class student age about 16 years old (in the stage formal operation
abstract thinking- 11 years and up) and by this stage the child is capable of complex
ways of thinking (logic and reasoning). The child has the thinking ability of an adult.

2.0 Cognitive Development Process

According to constructivist learning (Jean Piaget), active participation from

learner believed that learning and thinking occur when the learner has gained
experience from the interaction with another person, matter or things in this
environment and its depend on intellectual development and the cognitive development
must go through these process as in this figure/table.

Three Cognitive Description

Development Process
1. Assimilation Assimilation mean enriching existing cognitive
understanding
2. Accommodation Accommodation means modifying existing knowledge to
understand new information
3. Schema Piaget emphasized the importance of schemas in cognitive
development and described how they were developed or
acquired. A schema can be defined as a set of
linked mental representations of the world, which we use
both to understand and to respond to situations.
Table 2.0: Three cognitive development process

According to Piaget, the equilibrium between assimilation and accommodation

process will be different with each child’s stages of development and the problems will
be solved. Through this processes, the child will construct new knowledge from their
experience. Piaget’s theory of cognitive development is also known as cognitive
constructivism.
 Teaching and learning engaged student with activities such as evaluation text
form case study, and its require assimilation and accommodation and don’t ask student
to do something that they are not intellectually ready for. It means that during student
activities, be aware that learning materials and activities should be appropriate for the
physical and mental ability of the students. Teaching method strategy should involve
student to search out answer and present challenges. To help them build new
experience, teachers should focus on student existing experience and assess student
based on their abilities (strength and weakness) and avoid comparing them because
each student have their own potential.

3.0 PBL as a Teaching Strategy and Goals by using PBL for Business Subject

PBL (Problem Based Learning) was selected as a teaching strategy during my

lesson and this strategy means that teachers give problem to student to solve. This
approach helps to develop student skills such as problem solving, self-directed learning,
teamwork and interpersonal communication skill. PBL aims to develop student
independent and helps them in the development of self-directed learning. Self-directed
learning develops when student know of and take control of their learning process.
Besides, PBL develop student understanding and ability to investigate a problem and
higher order thinking skill. Student participate in structured problem based activity and
they learn how to solve similar problem systematically.

3.1 Definitions or What is Problem Based Learning (PBL)

PBL is defined by Howard Barrows, American physician and medical educator,

(1996) as a learning method which involves student centred learning in small groups
lead by a tutor or “expert”, rather than teaching using traditional lecture teaching. The
role of the tutor is to guide the students toward discovering answers on their own rather
than to simply provide the correct answer. Through the guiding process the tutor will
stimulate the students’ cognitive learning process and problem-solving skills with self-
directed learning (SDL), also known as auto didacticism. Auto didacticism, which is
 commonplace in higher learning, is the idea that the teacher does not need to schedule
learners’ private time. Students are expected to be able to organize their lives, studies
and learning in a manner which prepares them for their chosen profession (Armstrong,
2012).

However, the tutor needs to lay out the curriculum/plan according to the
concrete seven-jump method which is to be followed when working with PBL. These
seven “steps” are, according to Dejan Bokonjic, (2009) and Henry Egidius (1999b), as
follows:

1. Clarifying terms – First, the group of participating students draw a table on the board in
the classroom, consisting of four columns: Facts in the text, Problem, Hypotheses about
cause and effect, and Learning objectives. The text with the problem to be identified and
solved is then introduced to the students, and unknown terminology is explained and
clarified. After this the facts presented in the text are listed in the “facts in the text” column
on the board.

2. Defining the problem – The second step consists of group discussions of what the
problem is and which methods can be used to find the solution. The identified problem is
then written down in the “problem” column on the board.

3. Brainstorming – Another group discussion is held where the students use their prior
knowledge to come up with ideas for different hypotheses to explain the problem. During
this step all students are encouraged to speak their mind and all ideas are valued and noted.

4. Structuring and hypothesis – A review of step 2 and 3 is carried out and different possible
explanations of the problem are given, eventually leading up to one final structured
hypothesis, which is then written down in the “hypotheses about cause and effect” column.

5. Learning objectives – When the hypothesis is chosen and formulated the students must
agree on achievable and comprehensible learning objectives for the task. These objectives
will be the necessary knowledge the students need to acquire before they will be able to
 continue on working with their hypothesis. These learning objectives are written down in
the “Learning objectives” column on the board.

6. Searching for information – The search for information is done individually and with
emphasis on mutual learning objectives. This will provide the students with a more
profound knowledge regarding the problem they are working on. The minimum time for
this research is two days, but can preferably go on for a longer amount of time, since the
students are given the opportunity to find their own resources and might need the extra
time to research their credibility.

7. Synthesis – During the final step the members of the group share the results of their
individual findings, including structures, functions, causes etc. with each other. With this
new information they analyse the stated problem and, hopefully, they come to an
understanding of, and solution to the identified problem.

8. Feedback – Feedback is given both from the students and the teacher, regarding their
individual and group process, the organization of the task, and the teacher’s guidance. This
is done with the aim of improving the work process for the next session.

3.1 Character of PBL

Application of PBL strategy, should have this character, for business lesson by
using PBL teaching strategy, student was presented with a problem situation before
he/she acquires any content knowledge of the subject and the problems provide a real
context for learning and engages the student of its challenges, missing details and
complexities, and PBL requires student to go through the same activities that are
relevant and important in the real world.

a) begin with a problem or a question

b) to solve the problem or the question, students require knowledge in other subject
c) student is responsible to learn by doing
d) student in PBL environment produce product at the end of their experiment or
investigation. The product can be in the form of a report and teachers act as a
facilitator to help the students indirectly by giving problem or asking helpful
question.
3.2 Aims of PBL

PBL aims to develop student effectiveness in different skills that will be

important for them in their future professional life. The following are some of these
aims.

a) PBL aims to make student independent and helps in the development of self-directed
learning. Self- directed learning develops when students know of and take control of
their learning process
b) PBL develops student understanding and ability to investigate a problem or a question
systematically. Students participate in structured problem based activities and by doing
so, so they learn how to solve similar problem systematically
c) PBL helps student develop higher order thinking skills and problem solving skill.
Higher Order Thinking skills are challenging to teach in conventional teaching so to
acquire higher order thinking skills, teachers use problem based learning approaches
d) PBL helps student perform real life situations and learn important adult roles. Problem
based learning helps student participate in practical activities that happen outside of
school learning

3.2 Advantage of PBL technique compared to Didactic Teaching

In PBL, the teacher is no longer “giver” the knowledge and act as

coach/facilitator. Teachers will ask question and keep student involved in the
learning process, monitor the group and keep the learning process moving in
the right direction. The student, in the other hand act as problem solver and
cooperates with other student in this learning process.

Problem Based Learning Didactic Teaching

The teacher act as facilitator. Teacher will ask
student about their thinking and monitor their
learning
The mode of learning is driven by a problem or
a question
The teacher is the content expert and know all
knowledge
The teacher speaks, student listen
 Students take responsibility for learning and The teacher directs and student passively
conduct self-directed learning with the receive information
guidance of a facilitator(the teacher)
Students cooperate through interaction, The students learn alone
discussion and peer teaching
The outcomes of learning are the application of The students understand the content
content and development of skills, such as
problem solving, teamwork, emotional
intelligence, time management, research and
creative /critical thinking
Students are assessed through various means The students are assessed mainly through
such as writing diaries, writing journals, written test and examination
creating portfolio, presentations, test etc.

Table 3.0: Key Difference between PBL and Traditional Didactic Teaching,
Source: Curriculum Design for PBI, Temasik Polytechnic (2006)

3.3 The Elements of PBL

The application of PBL in classroom, the teachers need to design based on

some key elements:
Key Elements for the
Design of PBL in my
classroom

New roles of student Interdisciplinary focus

A problem or question begin Resources to support learning

the students learning

Teacher act as a facilitator

Figure 2.0: Key Elements in Design PBL in classroom ,

Source: Arends, 2009, Barell 2006 and Curriculum Design for PBL 2006

Discussion on this element is:

a) New roles of student

Students must work cooperatively and takes their responsibility to what needs
to be learned in order to solve the problem. In order to solve the problem,
through PBL they must understand and help each other in the group members.
Cooperative learning occurs when students create new knowledge in trying to
solve the problem. From discussion they can share their knowledge and learn
from each other.

But each student must to do individual research and learning. They must have
an ability to evaluate data they found and present the solution that they have
create/discuss whether in mind map, report, model or video to presenting their
product.

b) A problem or question begin the students learning

The teacher present problem to be solve by student and student s should be

decide for themselves what need to be learnt or researched in order to solve the
problem, the problems comes in the form of question. In the process of problem
solving, student need to manage their own learning and arrive at a solution to
the problem. However, if the problem is really difficult, teacher can give an
overview of the issues before they start their group work.

c) Teacher as facilitator

During the process of teaching and learning, teacher act as facilitator to guide
student by asking question and if student ask, teachers should provide
information.
 d) Interdisciplinary Focus

Although PBL problem comes from particular subject, the a ctual problem to
be solve is chosen because its solution requires student to use knowledge of
many subject.

e) Resources to support learning

PBL changes the way of resources used and beside notes and textbook, student
have an opportunity to explore the information that they need from the library,
online resource and interview with people in the community. They will also
need learning resource such as audio visual material and video and to arrange
discussion, tables and chairs can be easily move around and ne ed some
equipment to students such as whiteboard, marker pen, etc.

3.4 Problem Based Learning Process

There are few process in PBL,

1. Group setting

2. Problem Identification

3. Idea Generation

4. Learning Issues

7. Self-directed learning

6. Synthesis and application

5. Reflection and feedback

Figure 3.0: Seven Process in Problem Based Learning

Source: Barrows (1988) and Barrow (1994)
(a) Group Setting
In setting group for PBL learning, student should introduce themselves and
ensure that they can study together. Each person should responsible to take
turn to talk and identify the roles of student and teacher.

(b) Problem Identification

Teacher present the problem (issue/question) to the student and as a
student, they should clarify issue by listing fact, asking question and
summarising the problem in their own words in order to establish the group
understanding of the problem

(c) Idea Generation

Student generate ideas (brainstorming) that can help them understand or
solve the problem and the ideas include explanation, proposals and
suggestion. The ideas should categorised to learning issues and action plan

(d) Learning Issues

Students discuss the learning issue and develop action plan and task
divided among them

(e) Self-Directed Learning

Students search the required information from internet, books, and
interview with teachers and people. Students summarise the important
information to be used later in their discussion

(f) Synthesis and Application

Synthesis and application means that student share the information with
their members, create their knowledge based on existing knowledge and
justify solution for the problem.
 (g) Reflection and Feedback
In reflection step, student evaluate how they performed the task, reflect on
their own individual problem solving process and reflect on their solution
and explanation of the problem.

4.0 Assessment Component of Lesson Plan

PBL incorporates many forms of assessment, such as portfolios, self-reflection,

and peer evaluation. According to Tai and Yung, these forms are all needed to reflect
the various facets of self-assessment. For example, a portfolio allows the student to not
only see the learning outcome but the learning progress as well (Tai & Yuen, 2007).

Besides, according to Egged & Kauchak (2001), MacDonald (2005) and

Curriculum Design for PBL (2006), performance assessment is used to evaluate student
product. Performance assessment is part of authentic assessment. Authentic assessment
is used to describe assessment that directly measures student performance through real
life tasks, (Wiggin, 1997). Creativity students to solve a problem, conduct an inquiry
investigation and teamwork becomes measures for authentic assessment

Performance assessment are task in which student required to demonstrate their

level of competence or knowledge by creating a product or response. Performance
assessment started where students are required to show a skill in a hands on situation
instead of giving correct answer in a test. Performance assessment allowed student to
learning solving the problem in realistic problem solving situation.

Second the method that teachers use to assess lesson plan is systematic
observation using criteria which is this method requires teachers to specify the criteria
that they are assessing. By using systematic observation, teachers are able to asses’
student’s strength and weaknesses and provide feedback while the student are doing
authentic learning activities. Teachers can evaluate their student by giving good,
average, or poor based on student understanding on student’s ability to categories data,
state question, describe the way of data collected and data evaluation.
 Teamworking or collaboration among student in group as a one factor of
assessing group effort in completing the task. Teachers should provide checklist or
rating scale in order to evaluate the competency of student answer. Checklist are written
description of dimension that should be present in acceptable performance and when
checklist use, performanc eof stduent presentation are ticked off. Rating scale are
written description of dimension an dcontain sclaes of values on which dimension is
rated.

And last method PBL assessment for my lesson plan is metod as suggested by
MacDonald (2005),

Method Description
1. Individual presentation Students are asked to present the component of work
that they have research and what is the solution for the
problem
2. Case based individual essay The student is presented with a case scenario that they
respond to in the form of an essay or report
3. Case based care plan based on Student are presented with a real life scenario to solve
clinical practice / client led project or manage for a client (or a fictitious client)

4. Portfolio Student required to draw out the conclusion and

synthesis the materials contained in the portfolio
5. Triple Jump Individual students are presented with a problem an
expected to discuss the problem and their learning need
oral examiner. They rated based on problem solving
skill, self-directed learning skill and knowledge of the
problem area.
6. Self-assessment Self-assessment allow student to think more carefully
about what they know and what need to know
7. Peer assessment and feedback Cooperative nature of PBL environment

8. Reflective Journal Student post them online and each week receive a mark
at the end of each term
9. Reports Written communication is an important skill for student
to acquire. Report practice student to promote critical
thinking and as way of practice communication

Table 2.0: Method of assessing learning in PBL

Source: MacDonald, (2005)
 Finally, in traditional classroom settings, narrow assessment focuses on rote
memory rather than true understanding. PBL assessment incorporates the larger
concepts involved and concentrates on thinking and reasoning skills (Waters &
McCracken, 1997)

4.1 Challenges in PBL Assessment

One of the major problems a teacher working with PBL faces is the manner of
assessing the students work and progress. To accomplish this teachers, need to use other
methods than simply providing the student with an exam which will test their rote
knowledge of a subject, or giving them a grade on a paper written. A PBL assignment
is based on problem solving skills through group work, and the questions to be
answered here is: how do you assess a student’s problem solving skills? Further, how
do you test, or assess, interaction or group work?

Thus, Tai & Yuen (2007) states that when “assessing PBL, authentic assessment
seems as a more appropriate means to assess learning compared to traditional
assessments such as norm-reference and standardized testing that assesses recall of
factual content knowledge. Ranald MacDonald (2005) and Tai & Yuen (2007) describe
in their articles different manners used to assess a PBL assignment, and Tiangco writes
that “the assessment phase should focus on evaluating acts of creativity, problem-
solving, self-management, and teamwork”.

However, it takes much more effort and practice from the teachers to be able to
apply the different methods of assessment in a correct and functional way. One crucial
aspect of PBL is self-assessment; the students participating in a PBL session “have to
make statements about what they already know and can do and where there are gaps in
their knowledge and competences” (Macdonald, 2005). Teaching the students how to
self-assess will be an important part of the teacher’s job. When assessing an assignment
of any sort, the teacher looks at the curriculum, in this case GY11, to see what his or
her students are expected to learn and what they should assess.
 Tiangco states that “assessment largely hinges on what is perceived as most
important in the curriculum” and Tai & Yuen (2007) describe this as “the curriculum
content in PBL is authentic and resembles the real-world setting, evaluation for
students’ work turn into authentic assessment which measure their performance and
learning of the authentic content. Tiangco stated that the manner of assessing
assignment is based on the goals stated in the curriculum and continues by stating that
the assessment methods for PBL do not always match the skills developed and therefore
do not properly reflect the “knowledge” gained.

To solve this problem, he argues that the curriculum needs to be modified so

that “the curriculum can focus on both English language use and in preparing for
possible challenges meant to develop the students’ character”

4.2 Conclusion

Conclusion, the role of teacher in PBL classroom is not to convey knowledge

to the students but rather to facilitate their learning experience. The students are
supposed to understand and determine what it is they need to learn and how to do this
on their own with only guidance from the tutor (Barrows & Tamblyn, 1980). Neville
(1999) argues that it might be problematic for a teacher, who is accustomed to giving
lectures and thus providing the students with the necessary knowledge, to adopt the
different role as a tutor.

Teacher will become a “wallflower”, not providing the students with any help
or guidance, or that the teacher will continue with their accustomed role as a lecturer
(Neville, 1999). Yet another problem addressed by Neville is that the PBL focused
curricula developed at different faculties do not follow any unanimously determined
guidelines for the tutor, which leads to a confusion regarding how the tutor role should
be realized (1999). The role of the tutor must be revised, redesigned, and clearly stated
in the curriculum as to facilitate the teacher’s transformation from the lecturer to the
facilitator before PBL can be a truly functioning method to use in the classroom.
 Hung (2011) also addresses the problem of inexperienced tutors. For PBL to be an
effective approach the group management is a crucial part of the tutor’s job. Hung states that
to be able to handle this issue in a satisfactory way, in regards to student development, it
“requires sophisticated tutoring and group management skills, which are often not readily
possessed by the first-time instructor”. An inexperienced tutor can thus affect the students’
learning outcome in a negative way.

Research concerning how people learn and what we need to learn shows that “the
structures that constitute human cognitive architecture point to the importance of emphasizing
guidance during learning” (Kirschner, Sweller, & Clark, 2006) Kirschner, Sweller & Clark
emphasize that even though the use of minimal guidance within PBL has been used for almost
40 years “there is no body of research supporting the technique. Insofar as there is any evidence
from controlled studies, it almost uniformly supports direct, strong instructional guidance
rather than constructivist-based minimal guidance during the instruction of novice to
intermediate learner” (2007).

Methodology and its effectiveness have also been cited as a serious concern for PBL.
The problem arises as teachers do not have the same ability to interpret the curriculum and
present it clearly and, further, the differences between student groups can lead to differences
in learning (Capon & Kuhn, 2004). Simply put, they believe that the variables of the teacher
and/or the design of the work are not consistent enough to provide proper quantitative data
(Capon & Kuhn, 2004). In terms of group work, Capon & Kuhn (2004) further state that there
is no evidence to rule out social transmission as the students might already have pre-knowledge
of the subject at hand.
Reference

1. Arends, R.I (2009) Learning to Teach (8 th ed) New York: McGraw-Hill

2. Armstrong, J. S. (2012). Natural Learning in Higher Education. In H. Springer,
Encyclopedia of the Sciences of Learning (pp. 1-10). Philadelphia, PA: University of
Pennsylvania.
3. Barell, J (2006) Problem Based Learning: An inquiry Approach (2 nd Edition)
4. Barrow, H.S (1988) The Tutorial Process, Springfield, Illinois: Southern
Ilinois University of School of Medicine
5. Barrows H.S (1994) Practice Based Learning: Problem based learning applied
to medical education. NY: Springer
6. Barrows, H. S., & Tamblyn, R. M. (1980). Problem Based Learning - An Approach to
Medical Education. Springer Series on Medical Education, 1.
7. Barrows,H.S & Tamblyn,R (1980):Problem Based Learning: An Approach to Medical
Education.NY : Springer
8. Campbell, L., Campbell, B., &Dickinson,D.(1996). Teaching and learning through
multiple intelligences. MA:Allyn and Bacon
9. Capon, N., & Kuhn, D. (2004). What's so Good About Problem-Based Learning.
Cognition and Instruction, 22(1), 61-79
10. Capon, N., & Kuhn, D. (2004). What's so Good About Problem-Based Learning.
Cognition and Instruction, 22(1), 61-79.
11. Curriculum Design for PBL (2006). Temasek Polytechnic Learning Academy
12. Eggen,P.D & Kauchak,D.P (2001) Strategies for teachers: Teaching content and
thinking skill, Masschusettes: Allyn and Bacon
13. Forrester, V., & Chau, J. (1999). Current Developments in Problem Based Learning
within the Hong Kong Institute of Education. In J. Marsh, Implementing Problem Based
Learning Project: Proceedings of the First Asia Pacific Conference on Problem Based
Learning (pp. 201-208). Hong Kong: The University Grants Committee of Hong Kong,
Teaching Development Project
14. Hung, W. (2011). Theory to reality: a few issues in implementing problem-based
learning. Education Tech Research Dev(59), 529-552.
15. Hung, W. (2011). Theory to reality: a few issues in implementing problem-based
learning. Education Tech Research Dev(59), 529-552.
16. Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-Basde Learning. In Handbook
of Research on Educational Communication and Technology (pp. 485-506). Mahwah,
NJ: Earlbaum.
17. Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-Basde Learning. In Handbook
of Research on Educational Communication and Technology (pp. 485-506). Mahwah,
NJ: Earlbaum.
18. Kanuka,H., & Anderson, T.(1998).Online Social Interchange, discord and knowledge
construction. Journal of Distance Education,13,57-74
19. Macdonald, R. (2005). Assessment Strategies For Enquiry and Problem Based
Learning. In T. Barrett, I. Mac Labhrainn, & H. Fallon, Handbook of Enquiry &
Problem Based Learning (pp. 85-93). Sheffield: Galaway.
20. McDonald,R.(2005).Assessment strategies for enquiry and problem based learning. In
Barret, T.,Mac Labhrainn, I. Fallon,H (Eds) Handbook of Enquiry & Problem Based
Learning. Galway: CELT. Released under Creative Common License
21. Neville, A. J. (1999). The problem-based learning tutor: Teacher? Facilitator?
Evaluator? Medical Teacher, 21(4), 393-401
22. Slavin,R.E.(2009).Educational Psychology:Theory and Practice(9th edition) New
Jersey: Pearson Education
23. Slavin,RE(2009): Educational Psychology: Theory and Practice (9th editon) New Jersey
: Pearson Education
24. Tai, G. X.-L., & Yuen, M. C. (2007). Authentic assessment strategies in problem-based
learning. Providing choices for learners and learning. Proceedings ascilite Singapore,
983-993.
25. Tan,O.S (2003).Problem based learning innovation: Using problems to power learning
in the 21st century. Cengage Learning Asia Pte.Ltd
Thousand Oaks, CA; Corwin Press
26. Tiangco, J. A. (n.d.). Project-based Learning (PBL) Assessment for EFL/ESL
Instruction: The Philippine Experience and its Implications to Taiwan. Cross-cultural
Research and Development Center, Shu-Te University
27. Wiggins,G.(1997). Creating a thougt prevoking curriculum. American Educator
v11.10-17
28. Woolfolk,A.(2007) Educational Psychology (10th ed) Boston: Allyn & Bacon