CoChat
Sign Up
Cited by 1Problem and Project Based LearningInnovative Teaching and Learning MethodsEducational Games and Gamification

The DOI matches its Crossref record; 581 of the 581 references it cites were found in a registry or an index.

Chapter 1: Problem-based learning: A 21st-century teaching and learning strategy

Open access
Research Unit Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom, South Africa, Golightly, Aubrey, Sebatana, Motlhale J., School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Mahikeng, South Africa·2023·NWU Self-Directed Learning Series
DOI 10.4102/aosis.2023.bk409.01
Open this paper in CoChat — free account

Abstract

The focus of this book is original research regarding the implementation of problem-based learning and pedagogies of play as active approaches to foster self-directed learning. With the Fourth Industrial Revolution (4IR) in mind, educational institutions need to rethink teaching and learning for the future. As such, active engagement can be encouraged, as evident in this book, where problem-based learning drives learning through real-world problems, while pedagogy of play focuses on innovative environments where the action of play and learning are integrated with the aim of developing SDL. The following are addressed in the chapters: an overview of problem-based learning and pedagogy of play, metaliteracy, playful problem-based learning tasks, computational thinking in game-based tasks and geometry, solving puzzles, applying LEGO®, using drama as the pedagogy of play and implementing educational robotics. The empirical research findings disseminated in this book aim to inspire academics in the research focus area of self-directed learning with active learning approaches in the school and tertiary classroom that hold affordances to enhance 21st-century skills. Active learning is an umbrella term for pedagogies that mainstream student engagement, such as problem-based learning, cooperative learning, gamification, role-play and drama. This scholarly book highlights various engaging pedagogies.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.4102/aosis.2023.bk409.01

Cites

581 of 581 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 581 references

Research works printed but not linked: 225

  1. Barrows, HS & Tamblyn, RM 1980, Problem-based learning: An approach to medical education, Springer, New York.
  2. De Simone, C 2014, 'Problem-based learning in teacher education: Trajectories of change', International Journal of Humanities and Social Science, vol. 4, no. 12, pp. 17-29, viewed 02 May 2023, <https://www.ijhssnet.com/journals/Vol_4_No_12_October_2014/3.pdf>
  3. Francom, GM 2010, 'Teach me how to learn: Principles for fostering students' self-directed learning skills', International Journal of Self-directed Learning, vol. 7, no. 1, pp. 29-43.
  4. Gadicherla, S, Kulkarni, A, Rao, C & Rao, MY 2022, 'Perception and acceptance of problem-based learning as a teaching-learning method among undergraduate medical students and faculty', Azerbaijan Medical Journal, vol. 62, no. 3, pp. 975-982.
  5. Golightly, A & Guglielmino, LM 2015, 'Geography students' and student tutors' perceptions of their self-directedness in learning in an integrated PBL model: An exploratory study', International Journal of Self-Directed Learning, vol. 12, no. 2, pp. 63-81.
  6. MacDonald, R & Savin-Baden, M 2004, 'A briefing on assessment in problem-based learning', LTSN Generic Centre, vol. 13, Heslington, York.
  7. Mulaudzi, MA 2021, 'The implementation of hybrid problem-based learning to foster senior phase technology student teachers" self-directed learning abilities', MEd thesis, Faculty of Education, North-West University.
  8. Ortiz, AM 2011, 'Fifth grade students' understanding of ratio and proportion in an engineering robotics program', Proceedings of the 2011 ASEE Annual Conference & Exposition, Vancouver, 26-29 July.
  9. Savin-Baden, M 2008, Learning spaces: Creating opportunities for knowledge-creation in academic life, McGraw-Hill/Open University Press, Maidenhead, p. 184.
  10. Siarova, H, Sternadel, D & Mašidlauskaitė, R 2017, Assessment practices for 21st century learning: Review of evidence, NESET II report, Publications Office of the European Union, Luxembourg.
  11. Stanford University Newsletter on Teaching 2001, 'Speaking of teaching: Problem-based learning', Quarterly by the Centre for Teaching and Learning, vol. 11, no. 1, pp. 1-8.
  12. Tan, OS 2005, 'Problem-based learning: The future frontiers', in K Tan, M Lee, J Mok & R Ravindran (eds.), Problem-based learning: New directions and approaches, Learning Academy, Temasek Centre for Problem-based Learning, Singapore, pp. 17-32.
  13. Walker, JT & Lofton, SP 2003, 'Effect of a problem-based learning curriculum on students' perceptions of self-directed learning', Issues in Educational Research, vol. 13, pp. 71-100.
  14. Yarnall, L & Ostrander, J 2011, 'If you build it will they come? Supporting faculty in assessing problem-based learning', in J Davies, E de Graaff & A Kolmos (eds.), PBL across the disciplines: Research into best practice, Proceedings of the 3rd International Symposium on Problem-Based Learning, Coventry University, 28-29 November, pp. 621-633, viewed 07 September 2022, <www.ucpbl.net/digitalAssets/44/44259_13679_coventry-flyer.pdf>.
  15. Geertz, C 1973, 'Thick description: Toward an interpretative theory of culture', in C Geertz (ed.), The interpretation of cultures, Basic Books, New York, pp. 3-30.
  16. Veresov, N 2004, 'Zone of proximal development (ZPD): The hidden dimension?', in A Ostern & R Heila-Ylikallio (eds.), Sprak som kultur - brytningar I tid och rum [Language as culture -tensions in time and space], vol. 1, Vasa Publishers, Richmond, pp. 13-30.
  17. Aker, M & Pentón-Herrera, LJ 2020, 'Smart literacy learning in the twenty-first century: Facilitating PBSL pedagogic collaborative clouds', in S Yu, M Ally & A Tsinakos (eds.), Emerging technologies and pedagogies in the curriculum, bridging human and machine: Future education with intelligence, Springer, Singapore, pp. 429-445. · DOI
  18. Albanese, MA & Hinman, GL 2019, 'Types and design of assessment in PBL', in M Moallem, W Hung & N Dabbagh (eds.), The Wiley handbook of problem-based learning, Wiley, Hoboken, pp. 389-410. · DOI
  19. Albanese, MA & Mitchell, S 1993, 'Problem-based learning: A review of literature on its outcomes and implementation issues', Academic Medicine, vol. 68, no. 1, pp. 52-81. https://doi.org/10.1097/00001888-199301000-00012 · DOI
  20. Ali, SS 2019, 'Problem-based learning: A student-centered approach', English Language Teaching, vol. 12, no. 5, pp. 73-78. https://doi.org/10.5539/elt.v12n5p73 · DOI
  21. Allen, DE, Donham, RS & Bernhardt, SA 2011, 'Problem-based learning', New Directions for Teaching and Learning, vol. 128, pp. 21-29. https://doi.org/10.1002/tl.465 · DOI
  22. Arnott, L 2016, 'An ecological exploration of young children's digital play: Framing young children's social experiences with technologies in early childhood', Early Years, vol. 36, no. 3, pp. 271-288. https://doi.org/10.1080/09575146.2016.1181049 · DOI · Paper page
  23. Aziz, MA, Zain, AM, Samsudin, MAB & Saleh, SB 2014, 'The effects of problem-based learning on self-directed learning skills', International Journal of Academic Research in Progressive Education and Development, vol. 3, no. 1, pp. 135-146. https://doi.org/10.6007/IJARPED%2FV3-I1%2F694 · DOI
  24. Baran, M 2016, 'Teaching gases through problem-based learning', Journal of Education and Training Studies, vol. 4, no. 4, pp. 281-294. https://doi.org/10.11114/jets.v4i4.1498 · DOI
  25. Barrows, HS 2000, Problem-based learning applied to medical education, Southern Illinois University Press, Springfield.
  26. Barrows, HS & Tamblyn, RM 1980, Problem-based learning: An approach to medical education, Springer, New York.
  27. Benadé, GP 2020, 'Implementing hybrid problem-based learning in mechanical technology to enhance pre-service teachers' self-directed learning', PhD thesis, North-West University, Potchefstroom.
  28. Bestetti, RB, Couto, LB, Romao, GS, Araujo, GT & Restini, CB 2014, 'Contextual considerations in implementing problem-based learning approaches in a Brazilian medical curriculum: The UNAERP experience', Medical Education Online, vol. 19, a24366. https://doi.org/10.3402/meo.v19.24366 · DOI
  29. Bidokht, MH & Assareh, A 2011, 'Lifelong learners through problem-based and self-directed learning', Procedia Computer Science, vol. 3, pp. 1446-1453. https://doi.org/10.1016/j.procs.2011.01.028 · DOI
  30. Borhan, M 2014, 'Problem-based learning (PBL) in teacher education: A review of the effect of PBL on pre-service teachers' knowledge and skills', European Journal of Educational Sciences, vol. 1, no. 1, pp. 76-87. https://doi.org/10.19044/ejes.v1no1a9 · DOI
  31. Brassler, M & Dettmers, J 2017, 'How to enhance interdisciplinary competence - Interdisciplinary problem-based learning versus interdisciplinary project-based learning', Interdisciplinary Journal of Problem-Based Learning, vol. 11, no. 2, a12. https://doi.org/10.7771/1541-5015.1686 · DOI
  32. Caesar, MIM, Jawawi, R, Matzin, R, Shahrill, M, Jaidan, JH & Mundia, L 2016, 'The benefits of adopting a problem-based learning approach on students' learning developments in secondary geography lessons', International Education Studies, vol. 9, no. 2, pp. 51-65. https://doi.org/10.5539/ies.v9n2p51 · DOI
  33. Carrió, M, Agell, L, Baños, JE, Moyano, E, Larramona, P & Pérez, J 2016, 'Benefits of using a hybrid problem-based learning curriculum to improve long-term learning acquisition in undergraduate biology education', FEMS Microbiology Letters, vol. 363, no. 15, pp. 1-7. https://doi.org/10.1093/femsle/fnw159 · DOI
  34. Ceker, E & Ozdamli, F 2016, 'Features and characteristics of problem-based Learning', Cypriot Journal of Educational Sciences, vol. 11, no. 4, pp. 195-202. https://doi.org/10.18844/cjes.v11i4.1296 · DOI
  35. Chang, C, Chung, C & Chang, J 2020, 'Influence of problem-based learning games on effective computer programming learning in higher education', Educational Technology Research and Development, vol. 68, pp. 2615-2634. https://doi.org/10.1007/s11423-020-09784-3 · DOI
  36. Choo, SSY 2012, 'Scaffolding in problem-based learning', in G O'Grady, E Yew, K Goh & H Schmidt (eds.), One-day, one-problem, Springer, Singapor, pp. 167-184. https://doi.org/10.1007/978-981-4021-75-3_8 · DOI
  37. Chuan, TY, Rosly, NB, Zolkipli, MZB, Wei, NW, Basheer, MAB, Ahamed, MABB, Mustapha, NAB, Salam, A & Zakaria, Z 2011, 'Problem-based learning: With or without facilitator?', Procedia Social and Behavioral Sciences, vol. 18, pp. 394-399. https://doi.org/10.1016/j.sbspro.2011.05.057 · DOI
  38. Clark, I 2012, 'Formative assessment: Assessment is for self-regulated learning', Educational Psychology Review, vol. 24, no. 2, pp. 205-249. https://doi.org/10.1007/s10648-011-9191-6 · DOI
  39. Costa, SA 2017, 'Puzzle-based learning: An approach to creativity, design thinking & problem-solving. Implications for engineering education', Proceedings 2017 Canadian Engineering Education Association (CEEA17) Conference, 04-07 June, University of Toronto, Toronto, Canada. · DOI
  40. Darling-Hammond, L, Flook, L, Cook-Harvey, C, Barron, B & Osher, D 2020, 'Implications for educational practice of the science of learning and development', Applied Development Science, vol. 24, no. 2, pp. 97-140. https://doi.org/10.1080/10888691.2018.1537791 · DOI · Paper page
  41. De Simone, C 2014, 'Problem-based learning in teacher education: Trajectories of change', International Journal of Humanities and Social Science, vol. 4, no. 12, pp. 17-29, viewed 02 May 2023, <https://www.ijhssnet.com/journals/Vol_4_No_12_October_2014/3.pdf>
  42. Dolmans, DH, De Grave, W, Wolfhagen, EH & Van der Vleuten, CP 2005, 'Problem-based learning: Future challenges for educational practice and research', Medical Education, vol. 39, pp. 732-741. https://doi.org/10.1111/j.1365-2929.2005.02205.x · DOI
  43. Dolmans, DHJM, Snellen-Balendong, H, Wolfhagen, IHAP & Van der Vleuten, CPM 1997, 'Seven principles of effective case design for a problem-based curriculum', Medical Teacher, vol. 19, no. 3, pp. 185-189. https://doi.org/10.3109/01421599709019379 · DOI
  44. Dos Santos, SC 2017, 'PBL-SEE: An authentic assessment model for PBL-based software engineering education', IEEE Transactions on Education, vol. 60, no. 2, pp. 120-126. https://doi.org/10.1109/TE.2016.2604227 · DOI
  45. Duman, B & Özçelik, C 2018, 'The effect of the creative drama-supported problem-based learning approach on the self-efficacy ability in Geometry', Universal Journal of Educational Research, vol. 6, no. 12, pp. 2918-2924. https://doi.org/10.13189/UJER.2018.061227 · DOI
  46. Ellingsen, P, Tonholm, T, Johansen, FR & Andersson, G 2021, 'Learning from problem-based projects in cross-disciplinary student teams', Educational Science, vol. 11, no. 6, a259. https://doi.org/10.3390/educsci11060259 · DOI
  47. English, MC & Kitsantas, A 2013, 'Supporting student self-regulated learning in problem- and project-based learning', Interdisciplinary Journal of Problem-based Learning, vol. 7, no. 2, pp. 128-150. https://doi.org/10.7771/1541-5015.1339 · DOI
  48. Ertmer, PA & Glazewski, KD 2015, 'Essentials for PBL implementation: Fostering collaboration, transforming roles, and scaffolding learning', in A Walker, H Leary, C Hmelo-Silver & PA Ertmer (eds.), The essentials of problem-based learning: Exploring and extending the legacy of Howard S. Barrows, Purdue University Press, West Lafayette, pp. 89-106. · DOI
  49. Ertmer, PA & Glazewski, KD 2019, 'Scaffolding in PBL environments: Structuring and problematizing relevant task features', in M Moallem, W Hung & N Dabbagh (eds.), The Wiley handbook of problem-based learning, Wiley, Hoboken, pp. 321-342. · DOI
  50. Flood, J, Heath, SB & Lapp, D 2015, Handbook of research on teaching literacy through the communicative and visual arts, volume II: A project of the International Reading Association, Routledge, London. · DOI
  51. Francom, GM 2010, 'Teach me how to learn: Principles for fostering students' self-directed learning skills', International Journal of Self-directed Learning, vol. 7, no. 1, pp. 29-43.
  52. Fukuzawa, S, Boyd, C & Cahn, J 2017, 'Student motivation in response to problem-based learning', Collected Essays on Learning and Teaching, vol. X, pp. 175-187. https://doi.org/10.22329/celt.v10i0.4748 · DOI
  53. Gadicherla, S, Kulkarni, A, Rao, C & Rao, MY 2022, 'Perception and acceptance of problem-based learning as a teaching-learning method among undergraduate medical students and faculty', Azerbaijan Medical Journal, vol. 62, no. 3, pp. 975-982.
  54. Gallagher, SA, Stepien, WJ, Sher, BT & Workman, D 1995, 'Implementing problem-based learning in the science classroom', School of Science and Mathematics, vol. 95, no. 3, pp. 136-146. https://doi.org/10.1111/j.1949-8594.1995.tb15748.x · DOI
  55. Gilbert, JK & Alfonso, AS 2015, 'Lifelong learning: Approaches to increasing the understanding of chemistry by everybody', in J Garcia-Martinez & E Serrano-Torregrosa (eds.), Chemistry education: Best practices, opportunities and trends, Wiley-VCH, Weinheim, pp. 123-148. · DOI
  56. Goh, K 2014, 'What good teachers do to promote effective student learning in a problem-based learning environment', Australian Journal of Educational & Developmental Psychology, vol. 14, no. 1, pp. 159-166, viewed 02 May 2023, <https://files.eric.ed.gov/fulltext/EJ1041678.pdf>
  57. Golightly, A 2018, 'The influence of an integrated PBL format on geography students' perceptions of their self-directedness in learning', Journal of Geography in Higher Education, vol. 42, no. 3, pp. 460-478. https://doi.org/10.1080/03098265.2018.1463974 · DOI
  58. Golightly, A 2021a, 'Self-and peer-assessment of pre-service geography teachers' contribution in problem-based learning activities in geography education', International Research in Geographical and Environmental Education, vol. 30, no. 1, pp. 75-90. https://doi.org/10.1080/10382046.2020.1744242 · DOI
  59. Golightly, A 2021b, 'Building bridges: The impact of scaffolds in PBL on the learning of South African pre-service geography teachers', Journal of Geography in Higher Education, vol. 47, no. 1, pp. 37-55. https://doi.org/10.1080/03098265.2021.1990227 · DOI
  60. Golightly, A & Guglielmino, LM 2015, 'Geography students' and student tutors' perceptions of their self-directedness in learning in an integrated PBL model: An exploratory study', International Journal of Self-Directed Learning, vol. 12, no. 2, pp. 63-81.
  61. Golightly, A & Muniz, OA 2013, 'Are South African Geography education students ready for problem-based learning?', Journal of Geography in Higher Education, vol. 37, no. 3, pp. 432-455. https://doi.org/10.1080/03098265.2013.794332 · DOI
  62. González, L 2019, 'The problem-based learning model', Eighth International Conference on Educational Innovation through Technology (EITT), Biloxi, 27-31 October, pp. 180-183. https://doi.org/10.1109/EITT.2019.00042 · DOI
  63. Grant, MM 2011, 'Learning, beliefs, and products: Students' perspectives with project-based learning', Interdisciplinary Journal of Problem-Based Learning, vol. 5, pp. 37-69. https://doi.org/10.7771/1541-5015.1254 · DOI
  64. Hmelo, CE & Lin, X 2000, 'Becoming self-directed learners: Strategy development in problem-based learning', in DH Evensen & CE Hmelo (eds.), Problem-based learning: A research perspective on learning interactions, Lawrence Erlbaum Associates Publishers, Mahwah, pp. 227-250.
  65. Hmelo-Silver, CE & Barrows, HS 2006, 'Goals and strategies of a problem-based learning facilitator', The Interdisciplinary Journal of Problem-Based Learning, vol. 1, pp. 21-39. https://doi.org/10.7771/1541-5015.1004 · DOI
  66. Hmelo-Silver, CE, Duncan, RG & Chinn, CA 2007, 'Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006)', Educational Psychologist, vol. 42, pp. 99-107. https://doi.org/10.1080/00461520701263368 · DOI · Paper page
  67. Huang, B, Hew, KF & Lo, CK 2019, 'Investigating the effects of gamification-enhanced flipped learning on undergraduate students' behavioral and cognitive engagement', Interactive Learning Environments, vol. 27, no. 8, pp. 1106-1126. https://doi.org/10.1080/10494820.2018.1495653 · DOI · Paper page
  68. Hung, W 2006, 'The 3C3R model: A conceptual framework for designing problems in PBL', Interdisciplinary Journal of Problem-based Learning, vol. 1, no. 1, pp. 55-77. https://doi.org/10.7771/1541-5015.1006 · DOI
  69. Hung, W 2019, 'Problem design in PBL', in M Moallem, W Hung & N Dabbagh (eds.), The Wiley handbook of problem-based learning, John Wiley & Sons, Hoboken, pp. 249-274. https://doi.org/10.1002/9781119173243.ch11 · DOI
  70. Hussin, WNTW, Harun, J & Shukor, NA 2019, 'Problem-based learning to enhance students' critical thinking skills via online tools', Asian Social Science, vol. 15, no. 1, pp. 14-23. https://doi.org/10.5539/ass.v15n1p14 · DOI
  71. Ibrahim, ME & Al-Shahrani, AM 2018, 'Implementing of a problem-based learning strategy in a Saudi medical school: Requisites and challenges', International Journal of Medical Education, vol. 9, pp. 83-85. https://doi.org/10.5116/ijme.5aae.2db8 · DOI
  72. Jonassen, DH 2000, 'Toward a design theory of problem solving', Educational Technology Research and Development (ETR&D), vol. 48, no. 4, pp. 63-85. https://doi.org/10.1007/BF02300500 · DOI · Paper page
  73. Kek, MYCA & Huijser, H 2011, 'The power of problem-based learning in developing critical thinking skills: Preparing students for tomorrow's digital futures in today's classrooms', Higher Education Research & Development, vol. 30, pp. 317-329. https://doi.org/10.1080/07294360.2010.501074 · DOI
  74. Kek, MYCA & Huijser, H 2017, Problem-based learning into the future: Imagining an agile PBL ecology for learning, Springer, Singapore. https://doi.org/10.1007/978-981-10-2454-2 · DOI
  75. Kiili, K 2007, 'Foundation for problem-based gaming', British Journal of Educational Technology, vol. 38, no. 3, pp. 394-404. https://doi.org/10.1111/j.1467-8535.2007.00704.x · DOI
  76. Kivela, J & Kivela, RJ 2005, 'Student perceptions of an embedded problem-based learning instructional approach in a hospitality undergraduate programme', International Journal of Hospitality Management, vol. 24, no. 3, pp. 437-464. https://doi.org/10.1016/j.ijhm.2004.09.007 · DOI
  77. Koh, K & Chapman, O 2019, 'Problem-based learning, assessment literacy, mathematics knowledge, and competencies in teacher education', Papers on Postsecondary Learning and Teaching, vol. 3, pp. 74-80. · DOI
  78. Koh, K, Delanoy, N, Bene, R, Thomas, C, Danysk, G, Hone, G, Turner, J & Chapman O 2019, 'The role of authentic assessment tasks in problem-based learning', Papers on Postsecondary Learning and Teaching: Proceedings of the University of Calgary Conference on Learning and Teaching, vol. 3, pp. 17-24. · DOI
  79. Kolmos, A 2008, 'Problem-based and project-based learning: Institutional and global change', in O Skovsmose, P Valero & O Christensen (eds.), University science and mathematics education in transition, Springer, Boston, pp. 261-280. https://doi.org/10.1007/978-0-387-09829-6_13 · DOI
  80. Kong, L, Qin, B, Zhou, Y, Mou, S & Gao, H 2014, 'The effectiveness of problem-based learning on development of nursing students' critical thinking: A systematic review and meta-analysis', International Journal of Nursing Studies, vol. 51, no. 3, pp. 458-469. https://doi.org/10.1016/j.ijnurstu.2013.06.009 · DOI
  81. Lapuz, AM & Fulgencio, M 2020, 'Improving the critical thinking skills of secondary school students using problem-based learning', International Journal of Academic Multidisciplinary Research, vol. 4, no. 1, pp. 1-7.
  82. Lee, Y, Mann, KV & Frank, BW 2010, 'What drives students' self-directed learning in a hybrid PBL curriculum?', Advances in Health Sciences Education, vol. 15, pp. 425-437. https://doi.org/10.1007/s10459-009-9210-2 · DOI
  83. Li, H 2013, 'The interpretation of problem-based learning: A case study', Journal of Problem-Based Learning in Higher Education, vol. 1, no. 1, pp. 176-193.
  84. Li, J & De Luca, R 2014, 'Review of assessment feedback', Studies in Higher Education, vol. 39, no. 2, pp. 378-393. https://doi.org/10.1080/03075079.2012.709494 · DOI · Paper page
  85. Lockspeiser, TM, O'Sullivan, P, Teherani, A & Muller, J 2008, 'Understanding the experience of being taught by peers. The value of social and cognitive congruence', Advances in Health Sciences Education, vol. 13, no. 3, pp. 361-372. https://doi.org/10.1007/s10459-006-9049-8 · DOI
  86. Loyens, SMM, Magda, J & Rikers, RMJP 2008, 'Self-directed in problem-based learning and its relationship with self-regulated learning', Educational Psychology Review, vol. 20, pp. 411-427. https://doi.org/10.1007/s10648-008-9082-7 · DOI · Paper page
  87. Lu, J, Bridges, SM & Hmelo-Silver, C 2014, 'Problem-based learning', in RK Sawyer (ed.), The Cambridge handbook of the learning sciences, 2nd edn, Cambridge University Press, Cambridge, pp. 298-318. · DOI
  88. MacDonald, R & Savin-Baden, M 2004, 'A briefing on assessment in problem-based learning', LTSN Generic Centre, vol. 13, Heslington, York.
  89. Mansor, AN, Abdullah, NO, Wahab, JA, Rasul, MS, Nor, MYM, Nor, NM & Raof, RA 2015, 'Managing problem-based learning: Challenges and solutions for educational practice', Asian Social Science, vol. 11, no. 4, pp. 259-268. https://doi.org/10.5539/ass.v11n4p259 · DOI
  90. Michalewicz, Z, Falkner, N & Sooriamurthi, R 2011, 'Puzzle-based learning: An introduction to critical thinking and problem solving', Decision Line, vol. 42, no. 5, pp. 6-9.
  91. Moallem, M & Igoe, E 2020, 'Problem-based learning and computer-based scaffolds in online learning', in P Isaias, DG Sampson & D Ifenthaler (eds.), Online teaching and learning in higher education, Spinger Nature, Cham, pp. 135-160. · DOI
  92. Morgado, S & Leite, L 2013, 'Science and geography teachers' conceptions regarding problem-based learning related concepts', Procedia - Social and Behavioral Sciences, vol. 106, pp. 2343-2347. https://doi.org/10.1016/j.sbspro.2013.12.268 · DOI
  93. Mubuuke, A, Louw, A & Van Schalkwyk, S 2016, 'Utilizing students' experiences and opinions of feedback during problem-based learning tutorials to develop a facilitator feedback guide: An exploratory qualitative study', BMC Medical Education, vol. 16, p. 6. https://doi.org/10.1186/s12909-015-0507-y · DOI
  94. Mulaudzi, MA 2021, 'The implementation of hybrid problem-based learning to foster senior phase technology student teachers" self-directed learning abilities', MEd thesis, Faculty of Education, North-West University.
  95. Naji, KK, Ebead, U, Al-Ali, AK & Du, X 2020, 'Comparing models of problem and project-based learning courses and student engagement in civil engineering in Qatar', Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 8, p. em1867. https://doi.org/10.29333/ejmste/8291 · DOI
  96. Ortiz, AM 2011, 'Fifth grade students' understanding of ratio and proportion in an engineering robotics program', Proceedings of the 2011 ASEE Annual Conference & Exposition, Vancouver, 26-29 July.
  97. Preus, B 2012, 'Authentic instruction for 21st century learning: Higher-order thinking in an inclusive school', American Secondary Education, vol. 40, no. 3, pp. 59-79.
  98. Pyle, A & Danniels, E 2017, 'A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play', Early Education and Development, vol. 28, no. 3, pp. 274-289. https://doi.org/10.1080/10409289.2016.1220771 · DOI
  99. Robinson, JD & Persky, AM 2020, 'Commentary: Developing self-directed learners', American Journal of Pharmaceutical Education, vol. 84, no. 3, pp. 292-296. https://doi.org/10.5688/ajpe847512 · DOI
  100. Salinitri, FD, Wilhelm, SM & Crabtree, BL 2015, 'Facilitating facilitators: Enhancing PBL through a structured facilitator development program', Interdisciplinary Journal of Problem-Based Learning, vol. 9, no. 1, pp. 37-82. https://doi.org/10.7771/1541-5015.1509 · DOI
  101. Savery, JR 2006, 'Overview of problem-based learning: Definitions and distinctions', Interdisciplinary Journal of Problem-Based Learning, vol. 181, pp. 9-20. https://doi.org/10.7771/1541-5015.1002 · DOI · Paper page
  102. Savery, JR 2015, 'Overview of problem-based learning: Definitions and distinctions', in A Walker, H Leary, CE Hmelo-Silver & PA Ertmer (eds.), Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, Purdue University Press, West Lafayette, pp. 5-15. · DOI
  103. Savery, JR 2019, 'Comparative pedagogical models of problem-based learning', in M Moallem, W Hung & N Dabbagh (eds.), The Wiley handbook of problem-based learning, Wiley Blackwell, Hoboken, pp. 81-104. · DOI
  104. Savin-Baden, M 2008, Learning spaces: Creating opportunities for knowledge-creation in academic life, McGraw-Hill/Open University Press, Maidenhead, p. 184.
  105. Scheer, A, Noweski, C & Meinel, C 2012, 'Transforming constructivist learning into action: Design thinking in education', Design and Technology, vol. 17, no. 3, pp. 8-19.
  106. Schmidt, HG & Moust, JHC 2000, 'Factors affecting small-group tutorial learning: A review of research', in DH Evensen & CE Hmelo-Silver (eds.), Problem-based learning: A research perspective on learning interactions, Lawrence Erlbaum, Mahwah, pp. 19-52.
  107. Schmidt, HG, Rotgans, JI & Yew, EH 2011, 'The process of problem-based learning: What works and why', Medical Education, vol. 45, no. 8, pp. 792-806. https://doi.org/10.1111/j.1365-2923.2011.04035.x · DOI · Paper page
  108. Schuwirth, LWT & Van Der Vleuten, CPM 2011, 'Programmatic assessment: From assessment of learning to assessment for learning', Medical Teacher, vol. 33, no. 6, pp. 478-485. https://doi.org/10.3109/0142159X.2011.565828 · DOI · Paper page
  109. Sebatana, MJ & Dudu, WT 2022, 'Reality or mirage: Enhancing 21st-century skills through problem-based learning while teaching particulate nature of matter', International Journal of Science and Mathematics Education, vol. 20, pp. 963-980. https://doi.org/10.1007/s10763-021-10206-w · DOI
  110. Selçuk, GS 2015, 'A problem-based learning scenario that can be used in science teacher education', Asia-Pacific Forum on Science Learning and Teaching, vol. 16, no. 2, pp. 1-26.
  111. Shahbodin, F, Rosli, Z, Jusoff, K & Sui, LKM 2013, 'Hybrid problem-based learning games for effective mathematics learning', Australian Journal of Basic and Applied Sciences, vol. 7, no. 3, pp. 5-9.
  112. Siarova, H, Sternadel, D & Mašidlauskaitė, R 2017, Assessment practices for 21st century learning: Review of evidence, NESET II report, Publications Office of the European Union, Luxembourg.
  113. Sim, S, Azila, NMA, Lian, L, Tan, CPC & Tan, N 2006, 'A simple instrument for assessment of student performance in problem-based learning tutorials', Annals Academy of Medicine, vol. 35, pp. 634-641. https://doi.org/10.47102/annals-acadmedsg.V35N9p634 · DOI
  114. Simons, KD & Klein, JD 2007, 'The impact of scaffolding and student achievement levels in a problem-based learning environment', Instructional Science, vol. 35, no. 1, pp. 41-72. https://doi.org/10.1007/s11251-006-9002-5 · DOI
  115. Sockalingam, N 2015, 'A design model for problem-based learning', in YH Cho, IS Caleon & M Kapur (eds.), Authentic problem-solving and learning in the 21st century, Springer, Singapore, pp. 41-55. · DOI
  116. Sockalingam, N & Schmidt, HG 2011, 'Characteristics of problems for problem-based learning: The students' perspective', Interdisciplinary Journal of Problem-Based Learning, vol. 5, no. 1, pp. 6-33. https://doi.org/10.7771/1541-5015.1135 · DOI
  117. Sridharan, B & Boud, D 2019, 'The effects of peer judgements on teamwork and self-assessment ability in collaborative group work', Assessment & Evaluation in Higher Education, vol. 44, no. 6, pp. 894-909. https://doi.org/10.1080/02602938.2018.1545898 · DOI
  118. Stanford University Newsletter on Teaching 2001, 'Speaking of teaching: Problem-based learning', Quarterly by the Centre for Teaching and Learning, vol. 11, no. 1, pp. 1-8.
  119. Tan, OS 2005, 'Problem-based learning: The future frontiers', in K Tan, M Lee, J Mok & R Ravindran (eds.), Problem-based learning: New directions and approaches, Learning Academy, Temasek Centre for Problem-based Learning, Singapore, pp. 17-32.
  120. Tandoğan, RO & Akinoğlu, O 2007, 'The effects of problem-based active learning in science education on students" academic achievement, attitude and concept learning', Online Submission, vol. 3, no. 1, pp. 71-81. https://doi.org/10.12973/ejmste/75375 · DOI
  121. Van den Hurk, MM, Wolfhagen, IHAP, Dolmans, DJHM & Van der Vleuten, CPM 1999, 'The impact of student-generated learning issues on individual study time and academic achievement', Medical Education, vol. 33, pp. 808-814. https://doi.org/10.1046/j.1365-2923.1999.00403.x · DOI
  122. Varadarajan, S & Ladage, S 2022, 'Exploring the role of scaffolds in problem-based learning (PBL) in an undergraduate chemistry laboratory', Chemistry Education Research Practice, vol. 23, pp. 159-172. https://doi.org/10.1039/D1RP00180A · DOI
  123. Walker, A & Leary, H 2009, 'A problem-based learning meta-analysis: Differences across problem types, implementation types, disciplines, and assessment levels', Interdisciplinary Journal of Problem-Based Learning, vol. 3, no. 1, pp. 6-28. https://doi.org/10.7771/1541-5015.1061 · DOI · Paper page
  124. Walker, A & Shelton, BE 2008, 'Problem-based educational games: Connections, prescriptions, and assessment', Journal of Interactive Learning Research, vol. 19, no. 4, pp. 663-684.
  125. Walker, JT & Lofton, SP 2003, 'Effect of a problem-based learning curriculum on students' perceptions of self-directed learning', Issues in Educational Research, vol. 13, pp. 71-100.
  126. Wijnen, M, Loyens, SM, Smeets, G, Kroeze, MJ & Van der Molen, HT 2017, 'Students' and teachers' experiences with the implementation of problem-based learning at a University Law School', Interdisciplinary Journal of Problem-Based Learning, vol. 11, no. 2, p. 5. https://doi.org/10.7771/1541-5015.168 · DOI
  127. Witherspoon, EB, Schunn, CD, Higashi, RM & Baehr, EC 2016, 'Gender, interest, and prior experience shape opportunities to learn programming in robotics competitions', International Journal STEM Education, vol. 3, pp. 1-12. https://doi.org/10.1186/s40594-016-0052-1 · DOI
  128. Wood, DF 2008, 'Problem-based learning', Acta Biochimica Polonica, vol. 51, no. 2/2004, pp. XXI-XXVI, viewed 03 March 2022, <https://www.researchgate.net/publication/5395517>. · DOI
  129. Yarnall, L & Ostrander, J 2011, 'If you build it will they come? Supporting faculty in assessing problem-based learning', in J Davies, E de Graaff & A Kolmos (eds.), PBL across the disciplines: Research into best practice, Proceedings of the 3rd International Symposium on Problem-Based Learning, Coventry University, 28-29 November, pp. 621-633, viewed 07 September 2022, <www.ucpbl.net/digitalAssets/44/44259_13679_coventry-flyer.pdf>.
  130. Yeung, S 2010, 'Problem-based learning for promoting student learning in high school geography', Journal of Geography, vol. 109, no. 5, pp. 190-200. https://doi.org/10.1080/00221341.2010.501112 · DOI
  131. Zakaria, MI, Maat, SM & Khalid, F 2019, 'A systematic review of problem-based learning in education', Creative Education, vol. 10, pp. 2671-2688. https://doi.org/10.4236/ce.2019.1012194 · DOI
  132. Ali, SS 2019, 'Problem-based learning: A learner-centered approach', English Language Teaching, vol. 12, no. 5, pp. 73-78. https://doi.org/10.5539/elt.v12n5p73 · DOI
  133. Bendixen-Noe, M 2010, 'Bringing play back to the classroom: How teachers implement board and card games based on academic learning standards', Proceedings of the European Conference on Games Based Learning, Curran Associates, New York, pp. 13-18.
  134. Brėdikytė, M 2002, 'Dialogical drama with puppets (DDP) as a method of fostering children's verbal creativity', in The puppet - What a miracle, Klaipėda University, Klaipeda, pp. 33-60.
  135. Danniels, E & Pyle, A 2018, 'Defining play-based learning', in Encyclopedia on early childhood development, Université de Montréal, Montréal, pp. 1-5.
  136. Gobec, D 2012, 'Emotional-social curriculum of the trnovo model of basic learning stimulated by a puppet', Promoting the Social Emotional Aspects of Education: A Multi-faceted Priority, Pedagoška Fakulteta, Ljubljana, pp. 62-68
  137. Kaiafa, E, Dima, A & Tsiaras, A 2020, 'The use of drama-education techniques in cultivating the critical thinking skills of learners in primary schools', Journal of International Scientific Publications, vol. 18, pp. 139-148.
  138. Keogh, B & Naylor, S 2009, 'Puppets count', Mathematics Teaching, vol. 213, pp. 32-34.
  139. Loyens, SM, Magda, J & Rikers, RM 2008, 'Self-directed learning in problem-based learning and its relationships with self-regulated learning', Educational Psychology Review, vol. 20, pp. 411-427. · DOI · Paper page
  140. Miyazaki, K 2010, 'Teacher as the imaginative learner: Egan, Saitou and Bakhtin', in Engaging imaginations and developing creativity in education, Cambridge Scholars Publishing, Newcastle upon Tyne, pp. 33-44.
  141. Muongmee, S 2007, 'The role of lifelong learning and self-directed learning in educational reform in Thailand', Educational Journal of Thailand, vol. 1, no. 1, pp. 33-42.
  142. Okoro, CO 2011, 'Metacognitive strategies: A viable tool for SDL', Journal of Educational and Social Research, vol. 1, no. 4, pp. 71-77.
  143. Olson, MH & Hergenhahn, BR 2009, Theories of learning, Kencana, Jakarta, pp. 189-191.
  144. Plass, JL, Homer, BD, Mayer, RE & Kinzer, CK 2020, Theoretical foundations of game-based and playful learning, MIT Press, Cambridge.
  145. Saido, GM, Siraj, S, Nordin, ABB & Al_Amedy, OS 2018, 'Higher-order thinking skills among secondary school learners in science learning', MOJES: Malaysian Online Journal of Educational Sciences, vol. 3, no. 3, pp. 13-20.
  146. Vygotsky, LS 1987, The collected works of LS Vygotsky: Problems of the theory and history of psychology, vol. 3, Springer Science & Business Media, Berlin.
  147. Zimmerman, BJ & Schunk, DH 2001, Self-regulated learning and academic achievement: Theoretical perspectives, Routledge, New York.
  148. Zosh, JN, Hopkins, EJ, Jensen, H, Liu, C, Neale, D, Hirsh-Pasek, K, Solis, SL & Whitebread, D 2017, Learning through play: A review of the evidence, LEGO Fonden, Billund.
  149. Garrison, DR 1997, 'Self-directed learning: Towards a comprehensive model', Adult Education Quarterly, vol. 48, no. 1, pp. 18-33. https://doi.org/10.1177/074171369704800103 · DOI · Paper page
  150. Johnson, DW & Johnson, RT 1990, 'Using cooperative learning in math', in N Davidson (ed.), Cooperative learning in mathematics, Addison-Wesley, Menlo Park, pp. 103-125.
  151. Knowles, MS 1975, Self-directed learning: A guide for learners and teachers, Association Press, New York.
  152. Mackey, T 2021, 'Translating a blended Cyprus residency study in the digital arts to online', All About Mentoring Autumn, vol. 2021, no. 55, pp. 37-42.
  153. Nilsson, ME 2009, 'Creative pedagogy of play - The work of Gunilla Lindqvist', Mind, Culture, and Activity, vol. 17, no. 1, pp. 14-22. https://doi.org/10.1080/10749030903342238 · DOI
  154. Vogt, F, Hauser, B, Stebler, R, Rechsteiner, K & Urech, C 2018, 'Learning through play - Pedagogy and learning outcomes in early childhood mathematics', European Early Childhood Education Research Journal, vol. 26, no. 4, pp. 589-603. https://doi.org/10.1080/1350293X.2018.1487160 · DOI
  155. Vygotsky, LS & Cole, M 1978, Mind in society: The development of higher psychological processes, Harvard University Press, Cambridge.
  156. Allen, KA, Boyle, C, Lachlan, F & Craig, H 2020, 'How multi-systemic social skills training can pave the way for inclusive practices for students with autism spectrum disorders in mainstream schools', in C Boyle, S Mavropoulou, J Anderson & A Page (eds.), Inclusive education: Global issues & controversies, Brill, Leiden, pp. 525-550.
  157. Barrett, T 2005, 'Who said learning couldn't be enjoyable, playful and fun? The voice of PBL students', in E Poikela & S Poikela (eds.), PBL in context: Bridging work and education, Tampere University Press, Tampere, pp. 159-175.
  158. Clarke, V, Braun, V & Hayfield, N 2015, 'Thematic analysis', in JA Smith (ed.), Qualitative psychology: A practical guide to research methods, 5th edn., SAGE Publications, London.
  159. Garrison, DR 1997, 'Self-directed learning: Toward a comprehensive model', Adult Education Quarterly, vol. 48, no. 1, pp. 18-33. https://doi.org/10.1177/074171369704800103 · DOI · Paper page
  160. Henricks, TS 2014, 'Play as self-realisation: Toward a general theory of play', American Journal of Play, vol. 6, no. 2, pp. 190-213, viewed 04 May 2023, <https://files.eric.ed.gov/fulltext/EJ1023798.pdf>.
  161. Kapur, R 2018, The significance of social constructivism in education, viewed 20 September 2022, <https://www.researchgate.net/publication/323825342_The_Significance_of_Social_Constructivism_in_Education>
  162. Karatas, K & Arpaci, I 2021, 'The role of self-directed learning, metacognition, and 21st-century skills predicting the readiness for online learning', Contemporary Educational Technology, vol. 13, no. 3, a300. https://doi.org/10.30935/cedtech/10786 · DOI
  163. Knowles, MS 1975, Self-directed learning: A guide for students and educators, Cambridge Adult Education, Englewood Cliffs.
  164. Leite, L 2017, 'Introduction. Why should contextualised teaching be a matter for educational concern?', in L Leite, LGP Dourado, AS Afonso & SF Morgado (eds.), Contextualising teaching to improve learning: The case of science and geography, Nova Science Publishers, New York.
  165. Lynneth Solis, S, Ertel, KE, Mardell, B, Fan, S, LeVangie, S, Maurer, G & Scarpate, M 2021, Empowering, meaningful, and joyful: Playful learning in six schools in the United States, President and Fellows of Harvard College, Cambridge.
  166. Moon-Seo, SK & Munsell, SE 2022, 'Play as a medium for children's learning from parents' perspectives', Educational Research: Theory and Practice, vol. 33, no. 2, pp. 23-31.
  167. Nilson, LB 2016, Teaching at its best: A research-based resource for college instructors, John Wiley & Sons, New York.
  168. Ormrod, JE 2017, Human learning, 7th edn., Pearson, Essex.
  169. Savery, JR 2015, 'Overview of problem-based learning: Definitions and distinctions', in A Walker, H Leary & C Hmelo-Silver (eds.), Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, Purdue University Press, West Lafayette, pp. 5-15. · DOI
  170. Seligman, M 2011, Flourish: A new understanding of happiness and well-being: The practical guide to using positive psychology to make you happier and healthier, John Murray Press, Hachette.
  171. Vygotsky, LS & Cole, M 1978, Mind in society: The development of higher psychological processes, Harvard University Press, Cambridge.
  172. Vygotsky, LS 2012, Thought and language, MIT Press, Cambridge.
  173. Whitton, N 2018, 'Playful learning: Tools, techniques, and tactics', Research in Learning Technology, vol. 26, a2035. https://doi.org/10.25304/rlt.v26.2035 · DOI
  174. Wood, E 2010, 'Developing integrated pedagogical approaches to play and learning', in P Broadhead, J Howard & E Wood (eds.), Play and learning in the early years: From research to practice, SAGE Publications, London, pp. 9-26.
  175. Woolfolk, A 2016, Educational psychology, 13th edn., Pearson, Essex.
  176. Brennan, K & Resnick, M 2012, 'New frameworks for studying and assessing the development of computational thinking', Proceedings of the 2012 Annual Meeting of the American Educational Research Association, Vancouver, Canada, 13-17 April, p. 25.
  177. Guglielmino, LM 2013, 'The case for promoting self-directed learning in formal educational institutions', SA-eDUC Journal, vol. 10, pp. 1-18.
  178. Saldaña, J 2016, The coding manual for qualitative researchers, SAGE Publications, London.
  179. Scratch n.d., Version 3.12.0, software, MIT Media Lab, Cambridge, Massachusetts.
  180. Adihou, A 2011, 'Enseignement-apprentissage des mathématiques et souffrance à l'école [Mathematics teaching-learning and suffering at school]', Les Collectifs Du Cirp, vol. 2, no. 1, pp. 90-102, viewed 22 February 2022, <https://www.usherbrooke.ca/creas/fileadmin/sites/creas/documents/Publications/Enseignement-apprentissage_Adihou_2011.pdf>
  181. Balacheff, N 1994, 'La transposition informatique. Note sur un nouveau problème pour la didactique [Computer transposition. Note on a new problem for didactics]', Vingt Ans de Didactique Des Mathématiques En France, vol. 2, pp. 132-138.
  182. Brown, Q, Mongan, W, Kusic, D, Garbarine, E, Fromm, E & Fontecchio, A 2008, 'Computer aided instruction as a vehicle for problem solving: Scratch programming environment in the middle years classroom', vol. 22, no. 6.1, p. 1, viewed 23 February 2022, <https://strategy.asee.org/computer-aided-instruction-as-a-vehicle-for-problem-solving-scratch-boards-in-the-middle-years-classroom>
  183. Chevallard, Y 1986, 'La Transposition didactique: du savoir savant au savoir enseigné [Didactic transposition: From learned knowledge to taught knowledge]', Revue Française de Pédagogie, vol. 76, no. 1, pp. 89-91.
  184. Dhakulkar, A & Olivier, J 2021, 'Exploring microworlds as supporting environments for self-directed multimodal learning', in E Mentz, D Laubscher & J Olivier (eds.), Self-directed learning: An imperative for education in a complex society, NWU Self-Directed Learning Series, vol. 6, AOSIS Books, Cape Town, pp. 71-106. https://doi.org/10.4102/aosis.2021.BK279.04 · DOI
  185. Garrison, DR 1997, 'Self-directed learning: Toward a comprehensive model', Adult Education Quarterly, vol. 48, no. 1, pp. 18-33. https://doi.org/10.1177/074171369704800103 · DOI · Paper page
  186. Gobert, D 1992, 'Une expérience en LOGO et géométrie à l'école élémentaire [An experiment in LOGO and geometry in elementary school]', Bulletin de l'EPI (Enseignement Public et Informatique), vol. 66, pp. 115-128, viewed 28 September 2022, <https://edutice.archives-ouvertes.fr/edutice-00001265>
  187. Guieu, C 2009, 'Utiliser un langage de programmation au collège [Use a programming language in college]', MathémaTICE, vol. 16, viewed 28 September 2022, <http://revue.sesamath.net/spip.php?article226>
  188. Hsu, TC, Chang, SC & Hung, YT 2018, 'How to learn and how to teach computational thinking: Suggestions based on a review of the literature', Computers & Education, vol. 126, pp. 296-310. https://doi.org/10.1016/j.compedu.2018.07.004 · DOI · Paper page
  189. Juarez Eugenio, MDR & Aguilar, M 2018, 'El método Singapur, propuesta para mejorar el aprendizaje de las Matemáticas en Primaria [The Singapore method, a proposal to improve the learning of Mathematics in Primary]', Números, vol. 98, no. 12, pp. 75-86.
  190. Ouahbi, I, Kaddari, F, Darhmaoui, H & Elachqar, A 2017, 'L'intégration des serious games dans les cours d'introduction de l'algorithmique et de la programmation [Integration of serious games in teaching an introductory course on algorithmic and programming]', Frantice.Net, vol. 14, no. 1, pp. 55-72. http://frantice.net/index.php?id=1465
  191. Pyle, A & Danniels, E 2017, 'A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play', Early Education and Development, vol. 28, no. 3, pp. 274-289. https://doi.org/10.1080/10409289.2016.1220771 · DOI
  192. Resnick, M 2013, 'Learn to code, code to learn: How programming prepares kids for more than math', EdSurge, vol. 54, viewed 23 February 2022, <https://www.edsurge.com/news/2013-05-08-learn-to-code-code-to-learn>
  193. Wing, JM 2006, 'Computational thinking', Communications of the ACM, vol. 49, no. 3, pp. 33-35. https://doi.org/10.1145/1118178.1118215 · DOI · Paper page
  194. Yildiz Durak, H 2020, 'The effects of using different tools in programming teaching of secondary school students on engagement, computational thinking and reflective-thinking skills for problem solving', Technology, Knowledge and Learning, vol. 25, no. 1, pp. 179-195. https://doi.org/10.1007/s10758-018-9391-y · DOI
  195. Arcavi, A 2004, 'Solving linear equations: Why, how and when?', For the Learning of Mathematics, vol. 24, no. 3, pp. 25-28.
  196. Deterding, S, Khaled, R, Nacke, L & Dixon, D 2011, 'Gamification: Toward a definition', Proceedings of the Chi 2011 Gamification Workshop, Vancouver, Canada, 07-12 May, pp. 1-15.
  197. Dhakulkar, A & Nagarjuna, G 2018, 'Preparing for open educational pedagogy', Open Education Global Conference, Mumbai, India, n.d., pp. 24-26.
  198. Dhakulkar, A & Olivier, J 2021, 'Exploring microworlds as supporting environments for self- directed multimodal learning', in E Mentz, D Laubscher & J Olivier (eds.), Self-directed learning: An imperative for education in a complex society, NWU Self-Directed Learning Series, vol. 6, AOSIS Books, Cape Town, pp. 71-106. https://doi.org/10.4102/aosis.2021.BK279.04 · DOI
  199. Dhakulkar, A, Shaikh, R & Nagarjuna, G 2017, 'Zone of proximal development in the era of connected computers', in S Ladage & S Narvekar (eds.), Proceedings of epiSTEME 7 - International Conference to Review Research on Science, Technology and Mathematics Education, Cinnamon Teal, Margao, pp. 214-221.
  200. Díez, JC, Bañeres, D & Serra, M 2017, 'Experiencia de gamificación en Secundaria en el Aprendizaje de Sistemas Digitales [Gamification experience in Secondary School in the Learning of Digital Systems]', EKS, vol. 18, pp. 85-105. https://doi.org/10.1016/j.ijme.2017.01.002 · DOI

200 of 225 shown

Cited by

Sorted by citations

See all 1

Related

Metadata

Authors
Research Unit Self-Directed Learning, F. O. E., Golightly, A., Sebatana, M. J., & School of Mathematics, S. A. T. E.
ORCID
Venue
NWU Self-Directed Learning Series
Publisher
AOSIS (Pty) Ltd
Published
2023-09-01
ISSN
2707-1537 (ISSN-L)
DOI
10.4102/aosis.2023.bk409.01
OpenAlex
W4386919187
Cited by
1
References
581
Citations by year
2025: 1
FWCI
1.78
Type
book chapter
Language
en
Open access
Licence
cc-by-nc-nd
Locations
NWU self-directed learning series (publishedVersion, cc-by-nc-nd)
Funders
  • Massachusetts Institute of Technology
  • National Research Foundation
  • National Science Council
  • North-West University
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Keywords
problem-based learning, pedagogy of play, self-directed learning, active learning, Fourth Industrial Revolution, 21st century skills, metaliteracy, game-based learning, computational thinking, puzzles, LEGO, drama, educational robotics, student engagement

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review