How Problem – Based Discussion Sessions Are Used To Promote Cognitive, Affective, and Psychomotor Domains: A Case Study at a Maritime Higher Education and Training Institution
"Curriculum development" has recently been an issue at academic debates of increasing significance, particularly at higher maritime education and training. Curricula are the basic means through which goals and objectives are set. If the learners are to be well-equipped with such skills as reasoning, critical thinking, problem solving, information processing, independent working, and life long learning, curricula are to be developed accordingly. The objectives set are expected to develop and sustain the cognitive, affective, and psychomotor domains, providing learners with high intellectual abilities, desired attitudes, and well coordinated physical talents all of which could be practiced in real-life problem-solving. The purpose of this study is to analyze the instructions and/or questions that follow each part of the scenarios practiced at the problem-based discussion sessions at Dokuz Eylul University, School of Maritime Business and Management. The thorough analysis is expected to reveal to what extent the nature of the instructions / questions help improve each of the basic domains mentioned. Based on the specific findings, certain remedies will be offered to raise the favorable effectiveness. The study consists of five parts. The first part is devoted to a thorough discussion on the importance of setting goals and objectives while forming curricula. The focus of the second part is on setting goals and objectives. The third part discusses the levels of cognitive, affective and psychomotor domains including proper examples for action verbs and expressions describing the objectives at each level. The fourth part covers the analysis of the questions / instructions used in the scenarios accompanying an overall assessment. The fifth part comprises conclusions, discussions, and recommendations.