instructional_design:problem-based_learning
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instructional_design:problem-based_learning [2011/04/26 15:47] jpetrovic [General] |
instructional_design:problem-based_learning [2011/05/06 16:39] jpetrovic [Criticisms] |
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| * **scaffolding and 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.]]))(([[http://facultydevelopment.med.ufl.edu/files/2009/02/19-comparing.pdf|Prince, K. J.A.H, H. Van Mameren, N. Hylkema, J. Drukker, A. J.J.A Scherpbier, and C. P.M Van Der Vleuten. Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Medical education 37, no. 1: 15–21. 2003.]])): |
| * "//In a PBL approach... the tutor does not provide information related to the problem — that is the responsibility of the learners.//"(([[http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl&sei-redir=1#search=%22Problem-based+learning+in+medicine+and+beyond:+A+brief+overview%22|Savery, J. R. Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning 1, no. 1: 9–20. 2006.]])). | * "//In a PBL approach... the tutor does not provide information related to the problem — that is the responsibility of the learners.//"(([[http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl&sei-redir=1#search=%22Problem-based+learning+in+medicine+and+beyond:+A+brief+overview%22|Savery, J. R. Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning 1, no. 1: 9–20. 2006.]])). | ||
instructional_design/problem-based_learning.txt · Last modified: 2023/06/19 18:03 (external edit)
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