Problem-Based Learning in undergraduate Physics education

Question: Describe about the Implementation of Problem-Based Learning in undergraduate Physics education? Answer: The first article depicts the knowledge utilization for effective learning of the people of UK and US (Wood 2015). The technique is effectively utilized for the medical schools, however, later the technique is useful for each subjects. The Problem-based Learning is an effective way to identify the problem and then the facilitators help them to resolve the problem. In this context, the first objective is aligned along with the effective learning process. The learning process is conducted within smaller groups and the dynamism is maintained with verbal and non-verbal communication in the group. The group learning is useful for forming a better atmosphere to learn the particular course with comfort and simplicity. The PBL sessions are created to make the entire course more attractive and enjoyable to the students. Active or deep learning is more effective according to interaction with the lecturers raising individual doubts (Barrett and Naughton 2014). The experimental learning process is more important with the problem solving. The comparison, contrast and evaluation of the PBL process is conducted with traditional learning of reading and memorizing. The traditional learning method quite synchronized with read one particular topic, learn the basics, and memorize in the process. The PBL learning is supported with identifying the problems inside the learning and then resolving them. It is more of a dynamic yet logical way to learn the course with extensive research and analysis of the topics. The second objective is aligned with the articles point of view and understanding. The second article suggests that the learner will clearly facilitate the learning; they must be self-directed and self-regulated with the study, and ill-structured learning will lead to queries (Savery 2015). The cognitive monitoring of the teaching is supported with effective learner-centered approach. The learning process of PBL should not be confused with teaching and problem solving, as the third objective states and the third one is aligned with PBL sessions. The PBL technique application is more sufficient with committing all the learners in all levels. The assessment of the learning process should be emphasized without matching the outcomes in other problem-based problems. In this context, the learning process of Physics is evaluated with content knowledge and application of realistic problems. The natural learning process is sufficient with cooperating and demonstrating the methods along with general issues detected. The main limitation in Problem-Based Learning is identified to be improperness in the undergraduate learning curriculum. The learning process is still not suitable for undergraduate students, and the problem is echoed in the professional organizations and medical institutions, hence further research scope stays. The fourth objective is aligned with this articles reviewed limitations and future scopes as well. The adaptability in the smaller learning institution still stays with the application of new knowledge and information. The learning process is still important with the current and future PBL study along with engagement in solution-seeking approach. The third article suggests the learning can be expanded with researching and reviewing of the essential literatures (Frambach et al. 2012). The research can be performed as primary and secondary data collection. The collected data are then analyzed according to the learning culture. The new research scope of the PBL process of learning may be with identifying the culture and social responsibilities. The new learning process should incorporate the cultural understanding and self-directed. The methods utilized in PBL and specific expertise developments are supported with critical thinking, problem solving, and effective communication skills, as the third objective is identified with the study. References Frambach, J.M., Driessen, E.W., Chan, L.C. and van der Vleuten, C.P., 2012. Rethinking the globalisation of problemà ¢Ã¢â€š ¬Ã‚ based learning: how culture challenges selfà ¢Ã¢â€š ¬Ã‚ directed learning.Medical education,46(8), pp.738-747. Wood, E.J., 2015. Problem-based learning: Exploiting knowledge of how people learn to promote effective learning.Bioscience education. Savery, J.R., 2015. Overview of problem-based learning: Definitions and distinctions.Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows, pp.5-15. Barrett, T. and Naughton, C., 2014. Problem-based learning.Integrative Learning: International Research and Practice, p.43.