Problem-based Learning for Police Academy Students: Comparison of Those Receiving Such Instruction with Those in Traditional Programs.
Using a non-equivalent comparison group exploratory quasi-experimental design, this study explored the perceptions of police academy trainees toward their problem-based learning instruction as compared to police academy trainees who received their training via a more traditional lecture-based method...
| Publicado en: | Journal of Criminal Justice Education Vol. 25; no. 2; pp. 175 - 196 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Jun2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=96223135&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 96223135 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10511253 DJ5 jtl: Journal of Criminal Justice Education issn: 10511253 maglogo: N pubinfo: dt: Jun2014 vid: 25 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 96223135 10.1080/10511253.2014.882368 ppf: 175 ppct: 21 formats: tig: atl: Problem-based Learning for Police Academy Students: Comparison of Those Receiving Such Instruction with Those in Traditional Programs. aug: au: Vander Kooi, Gregory P. Bierlein Palmer, Louann su: Criminal justice system Teaching Learning Police education Police training sug: subj: Criminal justice system Teaching Learning Other Justice, Public Order, and Safety Activities Police Protection Technical and trade schools Other Technical and Trade Schools Police education Police training ab: Using a non-equivalent comparison group exploratory quasi-experimental design, this study explored the perceptions of police academy trainees toward their problem-based learning instruction as compared to police academy trainees who received their training via a more traditional lecture-based method. A statistically significant difference was found for only one of four instructional modules reviewed in the study, whereby students taught using the problem-based learning methodology perceived their problem-solving and critical thinking skills were improved more than students who had attended police academies taught via the traditional lecture method. For the other three modules, the problem-based group had slightly higher means for nearly all areas examined, but the differences were not statistically significant. Open-ended student responses and faculty input favored the problem-based approach. These mixed, primarily non-significant findings are similar to research conducted on problem-based teaching methodologies in the medical field, and suggest the need for further research on this model of teaching and learning within police academies. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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