The Scope of Problem-Based Learning and Integrated Research Education for Primary Learners Article Swipe
Noora Al‐Thani
,
Zubair Ahmad
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1007/978-3-031-87544-1_2
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1007/978-3-031-87544-1_2
This Chapter 2 examines the significant role of problem-based learning (PBL) and integrated research education in shaping cognitive development and educational outcomes for primary learners. The chapter begins by detailing how fostering curiosity through research-driven inquiry is essential for intellectual growth and cognitive skill enhancement. It highlights the dynamic relationship between curiosity and Inquiry-Based Learning (IBL), emphasizing how curiosity drives investigative behavior and knowledge acquisition. Additionally, it explores the concept of epistemic curiosity and its impact on student motivation and learning. The chapter further explores the integration of scientific inquiry with problem-solving skills, drawing on recent research to illustrate how PBL can enhance critical thinking, interpersonal abilities, and collaborative skills. It examines the balance between direct instruction and open experimentation, presenting studies that evaluate the effectiveness of various instructional methods in developing problem-solving expertise. Emphasis is placed on the role of metacognition in improving problem-solving abilities and the necessity of structured learning environments that support creative problem-solving and metacognitive strategies. Additionally, Chapter 2 investigates the transformative influence of digital technology on research and problem-based learning. It reviews recent advancements in digital tools and resources, highlighting their role in enhancing student engagement, motivation, and inquiry skills. The chapter discusses technology-enhanced approaches, such as Technology-Enhanced Problem-Based Learning Activities (TEPLA) and Technology-Based Inquiry Approaches (TBIA), and their impact on educational practices and learning outcomes. It also addresses challenges related to integrating technology in educational contexts, particularly in developing regions, and presents innovative solutions like the Stanford Mobile Inquiry-Based Learning Environment (SMILE) and digital applications designed to foster inquiry and problem-solving skills. Overall, Chapter 2 provides a comprehensive overview of how PBL and integrated research education, supported by technological advancements, contribute to the development of critical cognitive skills in primary education. It underscores the importance of creating dynamic, technology-enabled learning environments that foster curiosity, problem-solving, and scientific inquiry.
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- Landing Page
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- https://link.springer.com/content/pdf/10.1007/978-3-031-87544-1_2.pdf
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All OpenAlex metadata
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https://doi.org/10.1007/978-3-031-87544-1_2Digital Object Identifier
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The Scope of Problem-Based Learning and Integrated Research Education for Primary LearnersWork title
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book-chapterOpenAlex work type
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enPrimary language
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2025Year of publication
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2025-01-01Full publication date if available
- Authors
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Noora Al‐Thani, Zubair AhmadList of authors in order
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https://doi.org/10.1007/978-3-031-87544-1_2Publisher landing page
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https://link.springer.com/content/pdf/10.1007/978-3-031-87544-1_2.pdfDirect link to full text PDF
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hybridOpen access status per OpenAlex
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https://link.springer.com/content/pdf/10.1007/978-3-031-87544-1_2.pdfDirect OA link when available
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Scope (computer science), Primary (astronomy), Mathematics education, Psychology, Computer science, Pedagogy, Physics, Programming language, AstronomyTop concepts (fields/topics) attached by OpenAlex
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| abstract_inverted_index.learning. | 81, 175 |
| abstract_inverted_index.necessity | 149 |
| abstract_inverted_index.outcomes. | 221 |
| abstract_inverted_index.practices | 218 |
| abstract_inverted_index.solutions | 240 |
| abstract_inverted_index.supported | 273 |
| abstract_inverted_index.thinking, | 105 |
| abstract_inverted_index.Activities | 206 |
| abstract_inverted_index.Approaches | 211 |
| abstract_inverted_index.abilities, | 107 |
| abstract_inverted_index.challenges | 225 |
| abstract_inverted_index.contribute | 277 |
| abstract_inverted_index.curiosity, | 300 |
| abstract_inverted_index.developing | 132, 235 |
| abstract_inverted_index.education, | 272 |
| abstract_inverted_index.education. | 287 |
| abstract_inverted_index.expertise. | 134 |
| abstract_inverted_index.highlights | 47 |
| abstract_inverted_index.illustrate | 99 |
| abstract_inverted_index.importance | 291 |
| abstract_inverted_index.innovative | 239 |
| abstract_inverted_index.integrated | 13, 270 |
| abstract_inverted_index.motivation | 79 |
| abstract_inverted_index.presenting | 121 |
| abstract_inverted_index.resources, | 184 |
| abstract_inverted_index.scientific | 89, 303 |
| abstract_inverted_index.structured | 151 |
| abstract_inverted_index.technology | 170, 229 |
| abstract_inverted_index.Environment | 247 |
| abstract_inverted_index.approaches, | 200 |
| abstract_inverted_index.development | 19, 280 |
| abstract_inverted_index.educational | 21, 217, 231 |
| abstract_inverted_index.emphasizing | 57 |
| abstract_inverted_index.engagement, | 191 |
| abstract_inverted_index.instruction | 117 |
| abstract_inverted_index.integrating | 228 |
| abstract_inverted_index.integration | 87 |
| abstract_inverted_index.motivation, | 192 |
| abstract_inverted_index.significant | 6 |
| abstract_inverted_index.strategies. | 160 |
| abstract_inverted_index.underscores | 289 |
| abstract_inverted_index.acquisition. | 65 |
| abstract_inverted_index.advancements | 179 |
| abstract_inverted_index.applications | 251 |
| abstract_inverted_index.enhancement. | 45 |
| abstract_inverted_index.environments | 153, 297 |
| abstract_inverted_index.highlighting | 185 |
| abstract_inverted_index.intellectual | 40 |
| abstract_inverted_index.investigates | 164 |
| abstract_inverted_index.particularly | 233 |
| abstract_inverted_index.relationship | 50 |
| abstract_inverted_index.Additionally, | 66, 161 |
| abstract_inverted_index.Inquiry-Based | 54, 245 |
| abstract_inverted_index.Problem-Based | 204 |
| abstract_inverted_index.advancements, | 276 |
| abstract_inverted_index.collaborative | 109 |
| abstract_inverted_index.comprehensive | 264 |
| abstract_inverted_index.effectiveness | 126 |
| abstract_inverted_index.instructional | 129 |
| abstract_inverted_index.interpersonal | 106 |
| abstract_inverted_index.investigative | 61 |
| abstract_inverted_index.metacognition | 142 |
| abstract_inverted_index.metacognitive | 159 |
| abstract_inverted_index.problem-based | 9, 174 |
| abstract_inverted_index.technological | 275 |
| abstract_inverted_index.transformative | 166 |
| abstract_inverted_index.problem-solving | 92, 133, 145, 157, 257 |
| abstract_inverted_index.research-driven | 35 |
| abstract_inverted_index.Technology-Based | 209 |
| abstract_inverted_index.experimentation, | 120 |
| abstract_inverted_index.problem-solving, | 301 |
| abstract_inverted_index.technology-enabled | 295 |
| abstract_inverted_index.Technology-Enhanced | 203 |
| abstract_inverted_index.technology-enhanced | 199 |
| cited_by_percentile_year.max | 95 |
| cited_by_percentile_year.min | 91 |
| countries_distinct_count | 0 |
| institutions_distinct_count | 2 |
| citation_normalized_percentile.value | 0.98060334 |
| citation_normalized_percentile.is_in_top_1_percent | True |
| citation_normalized_percentile.is_in_top_10_percent | True |