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Four-step Physics problem-based learning cycle used for classroom assessment in both conditions

Design · All designs
Evidence · no claims cited

Description

The article describes a four-step Physics PBL sequence used in both the inverted and traditional classrooms: students are presented with a real-life problem, understand and solve it in groups using an adaptation of the seven Maastricht steps, present and discuss their findings in a 10 to 15 minutes presentation, and finally reflect with facilitators on what they gained. It served as the end-of-module assessment format for both groups.

Design Implications

Context

Requirements

  • A facilitator to introduce and explain the problem scenario and guide group work
  • Group organisation of students for collaborative problem solving

Constraints

  • Used as the assessment format at the end of every module in this pre-university physics course

Target Learners

  • pre-university physics students

Learning Goals

  • critical thinking skills
  • problem-solving skills
  • application of mechanics concepts to real-life problems

Claims

Examples

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Key Sources

  • Eldy, E.F., Chang, J.H.W., Butai, S.N., Basri, N.F., Awang. H., Din, W.A., & Arshad, S.E. (2019). Inverted classroom improves pre-university students understanding on basic topic of physics: The preliminary study. Journal of Technology and Science Education, 9(3), 420-427. https://doi.org/10.3926/jotse.599
Page metadata
Field Value
type design
id four-step-physics-pbl-cycle
title Four-step Physics problem-based learning cycle used for classroom assessment in both conditions
description The article describes a four-step Physics PBL sequence used in both the inverted and traditional classrooms: students are presented with a real-life problem, understand and solve it in groups using an adaptation of th...
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — eldy-2019

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