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instructional_design:problem-based_learning [2011/04/20 15:42] jpetrovic [What is problem-based learning?] |
instructional_design:problem-based_learning [2011/04/21 08:26] jpetrovic [What is the practical meaning problem-based learning?] |
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* be **presented with a problem** with characteristics described above, | * be **presented with a problem** with characteristics described above, | ||
- | * **discuss**, clarify the problem (activate prior knowledge(())) and develop a plan for further working on the problem, | + | * **discuss**, clarify the problem (activate prior knowledge(([[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]]))) and develop a plan for further working on the problem, |
* **work on the problem independently** and learn through self-discovery, | * **work on the problem independently** and learn through self-discovery, | ||
* **share and discuss** their individual approaches and work together, | * **share and discuss** their individual approaches and work together, | ||
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Problem-based learning can be a helpful method in the educational process, but it can also be viewed as a **total education strategy**(([[http://www.nuigalway.ie/celt/pblbook/|Barrett, Terry, Iain Mac Labhrainn, and Helen Fallon. Handbook of Enquiry and Problem-Based Learning: Irish Case Studies and International Perspectives. CELT, NUI Galway, 2006.]])). | Problem-based learning can be a helpful method in the educational process, but it can also be viewed as a **total education strategy**(([[http://www.nuigalway.ie/celt/pblbook/|Barrett, Terry, Iain Mac Labhrainn, and Helen Fallon. Handbook of Enquiry and Problem-Based Learning: Irish Case Studies and International Perspectives. CELT, NUI Galway, 2006.]])). | ||
- | 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 using classical teaching methods. 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]])). | + | 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 using classical teaching methods. Still, there is evidence that problem-based learning **supports development of reasoning skills, problem-solving skills and self-directed learning skills**(([[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]])). |
===== What is the practical meaning problem-based learning? ===== | ===== What is the practical meaning problem-based learning? ===== | ||
+ | |||
===== Criticisms ===== | ===== Criticisms ===== | ||
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===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
+ | * **Problem-based learning**, **PBL**, **discovery-learning**, **self-discovery** | ||
===== Bibliography ===== | ===== Bibliography ===== | ||