instructional_design:problem-based_learning
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instructional_design:problem-based_learning [2011/04/21 10:23] jpetrovic [What is the practical meaning problem-based learning?] |
instructional_design:problem-based_learning [2011/04/26 15:18] jpetrovic [Criticisms] |
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| * sequencing learning tasks **simple to complex**, | * sequencing learning tasks **simple to complex**, | ||
| * **recommending learning materials** to students when they need help, | * **recommending learning materials** to students when they need help, | ||
| - | * **guiding students** when necessary to prevent them from losing too much time on irrelevant information. | + | * **scaffolding and guiding students** when necessary to prevent them from losing too much time on irrelevant information. |
| 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.]]))(([[http://chemeng.mcmaster.ca/pbl/PBL.HTM|McMaster University: Department of Chemical Engineering. Problem-based Learning, especially in the context of large classes.]])). | 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.]]))(([[http://chemeng.mcmaster.ca/pbl/PBL.HTM|McMaster University: Department of Chemical Engineering. Problem-based Learning, especially in the context of large classes.]])). | ||
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| [[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)
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