QEP-Real World Problem Solving

International Journal of Applied Linguistics & English Literature 2016, 5(6): 249-258.
The aim of this study is to investigate the impacts of carrying out problem-based learning in teaching literature. The project involved 55 undergraduates and part of their major course assignments was to organize and participate in an annual English language drama competition. The data was collected through students’ reflective journals, researchers’ reflective journals, response from end of semester questionnaire given and, lecturers’ evaluation on FILA tables. The findings show that problem-based learning is suitable and beneficial in teaching and enhancing critical thinking skills.
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Advances in Social Science, Education and Humanities Research (ASSEHR) 2018, 181: 508-511.
An innovative method of Problem-based Learning (PBL) in literature teaching has been proposed, consisting of seven equally important stages: group setting, problem identification, idea generation, learning issues, self-directed learning, synthesis and application, reflection and feedback. An empirical research has been conducted to evaluate the effectiveness of PBL compared with traditional literature teaching approach and instruction. To illustrate how each of these stages functions, one experimental lesson on Jane Eyre written by Charlotte Brontë has been introduced. Based on the results of the current research, the conclusion has been drawn that PBL is more effective than traditional literature teaching approach and instruction. This is an open access article distributed under the CC BY-NC license.
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Journal of Advanced Composition 1985, 6: 79-88.
Most of the "problem-solving" assignments that students undertake are designed mainly to test their mastery of the technical aspects of a subject. For example, an engineering student might be required to design a highway roadside mower that would meet various restrictions concerning size, weight, cost, and the like. In such an assignment, the student must solve the technical problem and describe his or her solution to the instructor, generally in some form of written report. Problem solving in this sense has been treated in Brian Lowe's "A Method of Teaching Problem-Solving to Under graduate Engineering Students"1 and in Engineering Fundamentals and Problem Soloing, by A. R. Eide et al? Such assignments have some value as training, because often an engineer's or a technician's responsibility is simply to convey technical details of all or part of a project to a person in charge of the project. By and large, however, assignments whose only purpose is to train students to report technical details have limitations. They ignore much of the real-world context of a problem,the context of economic and interpersonal problems of which the technical problem is only a small part, and also the context of a communication network in which many different kinds of readers with different kinds of uses for the report must be identified and addressed.
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