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A Critical Analysis of Problem-Based Learning and its Application to the Senior

Cycle Construction Studies Programme in Second Level Education

Student: Shane Dalton BSc. In Education (Design Graphics & Construction) Supervisor: Dr. Pauline Logue Collins

Introduction Research Findings Recommendations

Problem-Based Learning (PBL) is a group based Students demonstrate good problem-solving Implementing a PBL activity to CS using
teaching approach to which the students ability during ‘practical’ course work, but failed focusing on the topic of
formulate their own knowledge from an open- to reach the same standard during ‘theory’. As a Accessibility.
ended problem. subject CS is naturally inquisitive and
accommodates PBL approaches. The students:
 Are given a design brief.
Aims & Objectives  Convert a small office space into a downstairs,
PBL contains the following key principles:
To investigate PBL strategies and its application wheelchair accessible bathroom.
to the senior cycle Construction Studies (CS)  Problem Design  The problem is given prior  Must include all design detailing and key
program in secondary school education. subject knowledge and takes the form of a dimensional requirements of an accessible
scenario, a case, a challenge, a visual prompt, bathroom.
Objectives a dilemma, a design brief or a trigger to  Work in pairs.
1. To gain an understanding of how students’ provoke the thought process.  Must develop a 3D model of a wheelchair
problem solving skills influence their  Tutorial groups  Students collaborate to accessible bathroom using
performance in CS and to analyse the develop knowledge using past experiences to  Must develop an A3 client presentation &
strategies teachers use to teach CS. solve a given problem. present their designs to the class.
2. Critically examine various PBL models, by PBL  Assessment  The assessment should relate
experts, with a view to the application of CS. back to the learning objectives set out at the
3. Develop a PBL model that can effectively be beginning of the activity and reflect on the
applied the CS syllabus. student progression from beginning to end.
 Curriculum development  Considerations
Methodology must be made for the application of PBL in
the curriculum, a total PBL approach or
The research methodology employed is adapting PBL strategies to aspects of teaching
secondary literature analysis research. & learning in the classroom.
 Developing knowledge & capabilities.  PBL
approaches in the classroom are designed to
Acknowledgments develop students as life long learners,
Dr. Pauline Logue Collins (Supervisor) independent thinkers & active problem-
Dr. Susan Rogers (Module Leader) solvers.
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