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instructional_design:problem-based_learning [2011/01/27 14:51] jpetrovic [Problem-Based Learning] |
instructional_design:problem-based_learning [2011/01/27 15:05] jpetrovic [Problem-Based Learning] |
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One of most commonly cited examples of this kind problem-based learning was applied in 1960s in Canada. At the McMaster University it was noted that medical education students were mostly bored during their classes, until they reached a stage where they were supposed to work with patients and try to help them solve their problems. It was then decided that biomedical problems, analyzed in small groups would be introduced into whole educational process. | One of most commonly cited examples of this kind problem-based learning was applied in 1960s in Canada. At the McMaster University it was noted that medical education students were mostly bored during their classes, until they reached a stage where they were supposed to work with patients and try to help them solve their problems. It was then decided that biomedical problems, analyzed in small groups would be introduced into whole educational process. | ||
- | Problem-based learning is learner-orientated and role of the teacher here is not to provide knowledge, but to guide and facilitate the learning process and encourage students apply their knowledge to new situations. | + | Problem-based learning is learner-orientated and role of the teacher here is not to provide knowledge, but to guide and facilitate the learning process and encourage students apply their knowledge and take responsibility in new situations. |
+ | A possible flow of a problem-based learning course is the following: | ||
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+ | * Students are presented with a problem | ||
+ | * Students discuss, clarify the problem and develop a plan for further working on the problem | ||
+ | * Students work on the problem independently | ||
+ | * Students share and discuss their individual approaches and work together | ||
+ | * Students present their solutions | ||
+ | * Students review what they have learned | ||