Advocating Problem-Based Learning and Creative Problem-Solving Skills in Global Education

Advocating Problem-Based Learning and Creative Problem-Solving Skills in Global Education

Kijpokin Kasemsap (Suan Sunandha Rajabhat University, Thailand)
DOI: 10.4018/978-1-5225-0643-0.ch016
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Abstract

This chapter aims to advocate the development of Problem-Based Learning (PBL) and creative problem-solving skills in global education, thus describes the theoretical and practical overviews of PBL and creative problem-solving skills, the significance of PBL in global education, and the significance of creative problem-solving skills in global education. The application of PBL and creative problem-solving skills are critical in the educational institutions that seeks to serve the educational administrators and students, increase educational performance, sustain competitiveness, and fulfill expected accomplishment in global education. Therefore, it is required for educational institutions to utilize PBL and creative problem-solving skills and develop a strategic plan about PBL and creative problem-solving skills towards satisfying the requirements of the educational administrators and students. The chapter argues that advocating PBL and creative problem-solving skills has the potential to improve educational performance and reach strategic goals in global education.
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Background

The aim of education is to provide students with opportunities to learn the effective problem-solving skills for the issues that they experience on a daily basis (Erdem-Keklik, 2013). The skills of problem solving, critical thinking, and communication are essential for all high school students in the 21st century (Carlgren, 2013). Helping college students as professionals who are able to deal with the real-world problems in the complex and dynamic situations is one of the essential goals for higher education (Choi & Lee, 2009). Higher education practitioners may facilitate the development of problem-solving skills through conducting the brainstorming session (Rodzalan & Saat, 2015).

Key Terms in this Chapter

Curriculum: The combination of different training courses arranged in a sequence.

Problem Solving: The process of working through the details of a problem to reach a solution.

Problem: A perceived gap between the existing state and a desired state or a deviation from a standard.

Learning: The activity of obtaining knowledge.

Education: The wealth of knowledge acquired by an individual after studying the particular subject matters.

Discussion: The activity in which people talk about their opinions.

Skill: An ability and capacity acquired through the deliberate, systematic, and sustained effort to execute the complex activities.

Critical Thinking: The examination of assumptions underlying current beliefs to evaluate their correctness and legitimacy.

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