instructional_design:problem-based_learning
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instructional_design:problem-based_learning [2011/04/21 08:46] jpetrovic [Criticisms] |
instructional_design:problem-based_learning [2011/04/21 08:48] jpetrovic [Criticisms] |
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| * guiding students when necessary to prevent them from losing too much time on irrelevant information. | * 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. | + | Yet most of the proves for 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(([[http://www.cogtech.usc.edu/publications/sweller_kirschner_clark_reply_ep07.pdf|Sweller, J., P. A Kirschner, and R. E Clark. Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist 42, no. 2: 115–121. 2007.]]))(()). |
| ===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
instructional_design/problem-based_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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