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A Comparative Analysis of Banking and Problem-Posing Models in Online Platform—An Action Research
- 1 University of California
- 2 University of California
- 3 University of California
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Abstract
This study explores the impact of two educational models, Banking Education and Problem-Posing Education, within the context of virtual classrooms. Rooted in the constructivist learning theory, which posits learning as an active, meaning-making process, the research aims to compare their effects on student engagement, proactiveness, responsibility, and learning outcomes. Theoretical analysis and practical implementation of these models were conducted in a participatory action research design, spanning three stages: theoretical analysis, implementation, and reflection and evaluation. Data was collected through eight weeks of virtual field notes, categorizing activities under banking or problem-posing education. Results suggest that the Problem-Posing model, in the virtual education realm, led to tangible improvements in student engagement and performance. Students exhibited greater autonomy, active participation, and collaborative problem-solving. This aligns with constructivist principles, emphasizing the social construction of knowledge. In contrast, the Banking model yielded a less positive response, marked by student reticence and disinterest. The findings contribute to understanding pedagogical practices in the digital age, emphasizing the practical application of constructivist principles in teaching.
Keywords
Problem-posing Education, Banking Education, Constructivism, Online Class engagement
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Cite this article
Xu,Z.;He,Y.;Wang,C. (2024). A Comparative Analysis of Banking and Problem-Posing Models in Online Platform—An Action Research. Lecture Notes in Education Psychology and Public Media,61,40-52.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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Volume title: Proceedings of the 2nd International Conference on Social Psychology and Humanity Studies
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