Students in Early Childhood Teacher Education and Their First Experience with Problem-Based Learning
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...
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Veröffentlicht in: | Journal of problem based learning in higher education 2023-12, Vol.11 (3) |
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Hauptverfasser: | , , |
Format: | Artikel |
Sprache: | eng |
Online-Zugang: | Volltext |
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Zusammenfassung: | 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. |
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ISSN: | 2246-0918 |
DOI: | 10.54337/ojs.jpblhe.v11i3.7527 |