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--- instructional_design:problem-based_learning [2011/04/20 17:01]
jpetrovic [What is the practical meaning problem-based learning?]
+++ instructional_design:problem-based_learning [2011/04/21 08:46]
jpetrovic [Criticisms]
@@ Line 36: / Line 36: @@
 ===== What is the practical meaning problem-based learning? =====
-Problem-based learning was addressed in [[learning_paradigms:constructivism&#criticisms]] of Kirschner et al.(([[http://www.google.hr/url?sa=t&source=web&cd=1&ved=0CBoQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.169.8810%26rep%3Drep1%26type%3Dpdf&rct=j&q=Why%20minimal%20guidance%20during%20instruction%20does%20not%20work&ei=yvSuTaKGCoySOuetze4B&usg=AFQjCNGIE4wsl4Fg5fVtGlt3UdZOoLrP2A&cad=rja|Kirschner, P. A, J. Sweller, and R. E Clark. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist 41, no. 2: 75–86. 2006.]])) Those criticisms mostly refer
 ===== Criticisms =====
+Problem-based learning was addressed in [[learning_paradigms:constructivism&#criticisms]] of Kirschner et al.(([[http://www.google.hr/url?sa=t&source=web&cd=1&ved=0CBoQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.169.8810%26rep%3Drep1%26type%3Dpdf&rct=j&q=Why%20minimal%20guidance%20during%20instruction%20does%20not%20work&ei=yvSuTaKGCoySOuetze4B&usg=AFQjCNGIE4wsl4Fg5fVtGlt3UdZOoLrP2A&cad=rja|Kirschner, P. A, J. Sweller, and R. E Clark. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist 41, no. 2: 75–86. 2006.]])) These criticisms mostly refer to cognitive load imposed by **lack of guidance**, possible **frustration** caused by lack of knowing what is important, what should be learned and where these information can be obtained. It also ignores the proved positive effects of **worked examples**.
+A reply to these criticisms was written by Schmidt et al.(([[http://www.cogtech.usc.edu/publications/schmidt_etal_ep07.pdf|Schmidt, H. G, S. M.M Loyens, T. Van Gog, and F. Paas. Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist 42, no. 2: 91–97. 2007.]])) suggesting positive characteristics/improvements to problem-based learning and compatibility of it with the human cognitive structure like:
+  * activation of prior knowledge in the initial discussion of the group,
+  * training students in collaboration skills before a problem-based learning curriculum to decrease cognitive load,
+  * sequencing learning tasks simple to complex,
+  * recommending learning materials to students when they need help,
+  * guiding students when necessary to prevent them from losing too much time on irrelevant information.
+Yet most of the proves of these thesis seem not convincing enough, the positive effect of worked examples is still ignored and even though some of the above statements could improve problem-based learning, they oppose the basic assumption that problem-based learning is self-directed.
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