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Effectiveness of PBL Online on Students' Creative Thinking: A Case Study in Malaysia

机译：PBL在线对学生创作思维的有效性 - 以马来西亚为例

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In this paper we scrutinized the effectiveness of combining the Problem-Based Learning (PBL) approach and Online Learning medium in improving students' creative thinking particularly amongst physics students. A cohort of 61 science undergraduate physics students from the School of Science and Technology (SST), and 41 pre-service physics teachers from the School of Education and Social Development (SESD) of the University Malaysia Sabah comprised the sample. The sample was broken up into experimental and control groups, with the experimental group experiencing the PBL and online learning activities, and the control group more traditional learning conducts. Both groups were supported via an online learning environment, which acted as the main medium for learning. Participants' creativity was evaluated using a previously validated instrument, the Torrance Test of Creativity Thinking (TTCT) administered before (pre-test) and after (post-test) the intervention. Examination of these data, points to statistically significant differences between the traditional and PBL groups in creative thinking. Thus the research findings suggest that PBL and Online learning are capable in improving physics students' and pre-service science teachers' creative thinking effectively.
机译：在本文中，我们仔细检查了基于问题的学习（PBL）方法和在线学习媒体在改善学生创造性思维中的有效性，特别是在物理学生中。来自科学技术学院的61科学本科物理学生和来自教育和社会发育学院的41名职前物理教师（SESD），马来西亚沙巴大学的41名职前物理教师组成了该样本。将该样品分解为​​实验和对照组，实验组经历PBL和在线学习活动，并控制组更加传统的学习行为。两组通过在线学习环境得到支持，该环境充当了学习的主要媒体。参与者使用先前验证的仪器评估了创造性思维（TTCT）之前（预先测试）和（试验后）的干预后进行的托尔舞蹈测试。考察这些数据，指向创造性思维中传统和PBL团体之间的统计学意义。因此，研究结果表明，PBL和在线学习能够有效地改善物理学生和职前科学教师的创造性思维。

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