instructional_design:problem-based_learning
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instructional_design:problem-based_learning [2011/01/27 15:46] jpetrovic [Problem-Based Learning] |
instructional_design:problem-based_learning [2011/01/27 16:47] jpetrovic [Problem-Based Learning] |
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| 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. | 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** includes the following: | + | A possible **flow of a problem-based learning course** includes the following tasks from the students: |
| - | * Students are **presented with a problem** | + | * be **presented with a problem** |
| - | * Students **discuss**, clarify the problem and develop a plan for further working on the problem | + | * **discuss**, clarify the problem and develop a plan for further working on the problem |
| - | * Students **work on the problem independently** | + | * **work on the problem independently** |
| - | * Students **share and discuss** their individual approaches and work together | + | * **share and discuss** their individual approaches and work together |
| - | * Students **present their solutions** | + | * **present their solutions** |
| - | * Students **review** what they have learned | + | * **review** what they have learned |
| + | Problem-based learning can be a helpful method in the educational process, but it can also be viewed as a total education strategy, as described by Barrett et al in "Handbook of Enquiry and Problem-Based Learning". | ||
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| + | Different experimental results have been obtained using problem-based learning, but generally showing not much difference in declarative knowledge in students learning through problem-based design and those not using it. Still, there is evidence that problem-based learning supports development of reasoning skills, problem-solving skills and self-directed learning skills((For details see: Hmelo-Silver, C. E, R. G Duncan, and C. A Chinn. "Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. 2006)). | ||
| ===== Bibliography ===== | ===== Bibliography ===== | ||
instructional_design/problem-based_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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