instructional_design:problem-based_learning
Differences
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 [2011/04/21 10:16] jpetrovic [What is the practical meaning problem-based learning?] |
instructional_design:problem-based_learning [2011/04/26 15:14] jpetrovic [Read more] |
||
|---|---|---|---|
| Line 38: | Line 38: | ||
| An example of problem-based learning from an introductory course in psychology((Example borrowed from: [[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.]])): | An example of problem-based learning from an introductory course in psychology((Example borrowed from: [[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.]])): | ||
| - | ^ PBL: Little Monsters ^^ | + | ^ PBL: Little Monsters ^^^ |
| - | |The problem: //Coming home from work, tired and in need of a hot bath, Anita, an account manager, discovers two spiders in her tub. She shrinks back, screams, and runs away. Her heart pounds, a cold sweat is coming over her. A neighbor saves her from her difficult situation by killing the little animals using a newspaper. Explain what has happened here.//|Activities begin with a discussion where students use their prior knowledge to describe processes underlying described phenomenon and develop theories. Issues will arise and will be dealt with in individual learning. Group will meet two or three times a week to discuss and see if students' understanding of the problem has deepened due to individual research.The tutor will stimulate discussion and monitor students' activity. Between group meetings individual learning and discovery takes place.| | + | |**The problem**: //Coming home from work, tired and in need of a hot bath, Anita, an account manager, discovers two spiders in her tub. She shrinks back, screams, and runs away. Her heart pounds, a cold sweat is coming over her. A neighbor saves her from her difficult situation by killing the little animals using a newspaper. Explain what has happened here.//| |**PBL activities**: Activities begin with a discussion where unknown terms are clarified and students use their prior knowledge to describe processes underlying described phenomenon and develop theories. Issues that arise will be dealt with during individual learning. For example, students will learn about the nature of phobic fear, classical and operant conditioning in fear development, biological basis and evolutionary reasons for such responses, or treatment of phobic fears. Group will meet two or three times a week to discuss and see if students' understanding of the problem has deepened due to individual research. The tutor will stimulate discussion and monitor students' activity and contributions. Between group meetings individual learning and discovery takes place.| |
| ===== Criticisms ===== | ===== Criticisms ===== | ||
| Line 71: | Line 71: | ||
| [[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.]] | [[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.]] | ||
| ===== Read more ===== | ===== Read more ===== | ||
| + | |||
| + | [[http://docs.lib.purdue.edu/ijpbl/|The Interdisciplinary Journal of Problem-based Learning (IJPBL)]] | ||
| [[http://books.google.hr/books?id=9FS-jgG-9YkC&printsec=frontcover&dq=problem-based+learning&hl=hr&ei=m9ivTZXbHYWhOrCg0YoJ&sa=X&oi=book_result&ct=result&resnum=6&ved=0CEIQ6AEwBTgK#v=onepage&q&f=false|Barrett, Terry, and Sarah Moore. New Approaches to Problem-Based Learning: Revitalising Your Practice in Higher Education. Taylor & Francis, 2010.]] | [[http://books.google.hr/books?id=9FS-jgG-9YkC&printsec=frontcover&dq=problem-based+learning&hl=hr&ei=m9ivTZXbHYWhOrCg0YoJ&sa=X&oi=book_result&ct=result&resnum=6&ved=0CEIQ6AEwBTgK#v=onepage&q&f=false|Barrett, Terry, and Sarah Moore. New Approaches to Problem-Based Learning: Revitalising Your Practice in Higher Education. Taylor & Francis, 2010.]] | ||
instructional_design/problem-based_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
