| Autor: |
Grete Skjeggestad Meyer, Ingunn Reigstad, Leila Serikova |
| Jazyk: |
angličtina |
| Rok vydání: |
2023 |
| Předmět: |
|
| Zdroj: |
Journal of Problem Based Learning in Higher Education, Vol 11, Iss 3 (2023) |
| Druh dokumentu: |
article |
| ISSN: |
2246-0918 |
| DOI: |
10.54337/ojs.jpblhe.v11i3.7527 |
| Popis: |
This comparative study examines how students from Early Childhood Teacher Education in Kyrgyzstan and Norway value their first experience with Problem-Based Learning. The study is a result of the collaboration between ECTE in Kyrgyzstan and Norway focusing on student-active learning. The research is important because there are few if any studies focusing on PBL in Early Childhood Teacher Education (ECTE), and little use of PBL as a basic norm in Kyrgyzstan. Our data consists of students’ anonymous, written, open-ended questionnaires. These are analysed by means of qualitative content analysis. We found evidence that students value collaboration, and in this report, we describe their experiences with the PBL-method and suggest some implications for the quality of learning. We discuss and compare similarities and differences in students’ experiences in light of cultural differences. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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