Problem Based Learning in Economics Education
Author
Andrade, Lilian Furquim de C.
Term
4. term
Publication year
2020
Pages
72
Abstract
Formålet med denne rapport er at undersøge, hvilke proceskompetencer Problem-baseret læring (PBL) hjælper med at styrke på en privat bacheloruddannelse i økonomi i Brasilien, og om studerende og undervisere er positive over for PBL. PBL indebærer, at man lærer ved at arbejde med virkelige eller simulerede problemer i stedet for primært at følge forelæsninger. Ved proceskompetencer forstår vi generelle studie- og samarbejdsevner som fx gruppearbejde, engagement, kritisk tænkning, selvstændig læring, problemløsning, kommunikation, samarbejde og ledelse. PBL blev indført i 2013 i alle obligatoriske fag på økonomiuddannelsen. Undersøgelsen bygger på PBL-litteraturen og anvender spørgeskemaer til både studerende og undervisere med Likert-skalaer (fra meget uenig til meget enig) for at måle deres opfattelser. Spørgeskemaet blev besvaret i 2016 af 143 studerende og i 2017 af 50 undervisere. Resultaterne viser, at begge grupper generelt oplever, at PBL forbedrer proceskompetencer, og at de er positive over for metoden. Undervisere er mere overbeviste end studerende. Desuden bliver studerendes vurderinger af PBL bedre over tid, især i takt med at underviserne får mere erfaring med den nye tilgang. Den eksisterende litteratur finder blandede effekter af PBL på studerendes resultater i standardiserede prøver sammenlignet med traditionel forelæsningsundervisning. Til gengæld peger den, baseret på studerendes og underviseres vurderinger, konsekvent på forbedringer i proceskompetencer som samarbejde, engagement, kritisk tænkning, selvstændighed, problemløsning, kommunikation og ledelse. Da tidligere studier primært kommer fra ingeniør- og lægeuddannelser, bidrager denne undersøgelse med viden fra økonomiuddannelser på bachelorniveau.
The aim of this report is to examine which process competencies Problem-Based Learning (PBL) helps to strengthen at a private undergraduate economics program in Brazil, and whether students and professors view PBL positively. In PBL, students learn by working on real or simulated problems rather than primarily through lectures. By process competencies we mean general learning and collaboration skills such as teamwork, engagement, critical thinking, independent learning, problem solving, communication, cooperation, and leadership. PBL was introduced in 2013 across all compulsory courses in the economics program. Guided by the PBL literature, the study used questionnaires with Likert scales (from strongly disagree to strongly agree) to capture perceptions from both students and professors. The survey was completed by 143 students in 2016 and by 50 professors in 2017. Findings show that both groups generally perceive that PBL improves process competencies and hold positive views of the method. Professors are more convinced than students. Student evaluations of PBL also become more favorable over time, especially as instructors gain experience with the new approach. Prior research reports mixed effects of PBL on students’ performance on standard tests compared with lecture-based teaching. However, it consistently finds—based on students’ and professors’ perceptions—that PBL strengthens process competencies such as teamwork, engagement, critical thinking, independence, problem solving, communication, and leadership. Because most studies draw on data from engineering and medical education, this report adds evidence from undergraduate economics.
[This abstract was generated with the help of AI]
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