This shows you the differences between two versions of the page.
Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
instructional_design:problem-based_learning [2011/01/27 15:46] jpetrovic [Problem-Based Learning] |
instructional_design:problem-based_learning [2011/01/28 12:19] jpetrovic |
||
---|---|---|---|
Line 1: | Line 1: | ||
====== Problem-Based Learning ====== | ====== Problem-Based Learning ====== | ||
+ | |||
+ | ===== About problem-based learning ===== | ||
Problem-based learning is a instructional strategy which suggests learning will be more effective if **learners are faced with a practical problem** they need to solve. | Problem-based learning is a instructional strategy which suggests learning will be more effective if **learners are faced with a practical problem** they need to solve. | ||
Line 7: | Line 9: | ||
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: |
+ | |||
+ | * be **presented with a problem** | ||
+ | * **discuss**, clarify the problem and develop a plan for further working on the problem | ||
+ | * **work on the problem independently** | ||
+ | * **share and discuss** their individual approaches and work together | ||
+ | * **present their solutions** | ||
+ | * **review** what they have learned | ||
- | * Students are **presented with a problem** | + | 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". |
- | * 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 | + | |
+ | 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: [[http://www.cogtech.usc.edu/publications/hmelo_ep07.pdf|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 ===== |