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 16:56] jpetrovic [Criticisms] |
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| ===== Criticisms ===== | ===== 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**. | + | 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**(([[http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6VDC-4V6YSYJ-1-1&_cdi=5979&_user=3875467&_pii=S0747563208002161&_origin=gateway&_coverDate=03%2F31%2F2009&_sk=999749997&view=c&wchp=dGLbVlW-zSkzS&md5=c56371507f94d74cb7effdbb3f2aec57&ie=/sdarticle.pdf|Schwonke, Rolf, Alexander Renkl, Carmen Krieg, Jörg Wittwer, Vincent Aleven, and Ron Salden. The worked-example effect: Not an artefact of lousy control conditions. Computers in Human Behavior 25, no. 2: 258-266. March 2009.]])), can lead to false conclusions or time inefficiency(([[http://facultydevelopment.med.ufl.edu/files/2009/02/19-comparing.pdf|Srinivasan, Malathi, Michael Wilkes, Frazier Stevenson, Thuan Nguyen, and Stuart Slavin. Comparing problem-based learning with case-based learning: effects of a major curricular shift at two institutions. Academic Medicine: Journal of the Association of American Medical Colleges 82, no. 1: 74-82. January 2007.]])). |
| 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.]])) and Hmelo-Silver et al.(([[http://www.cogtech.usc.edu/publications/hmelo_ep07.pdf|Hmelo-Silver, C. E, R. G Duncan, and C. A Chinn. Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist 42, no. 2: 99–107. 2007.]])) suggesting positive **characteristics/improvements** to problem-based learning and compatibility of it with the human cognitive structure like: | 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.]])) and Hmelo-Silver et al.(([[http://www.cogtech.usc.edu/publications/hmelo_ep07.pdf|Hmelo-Silver, C. E, R. G Duncan, and C. A Chinn. Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist 42, no. 2: 99–107. 2007.]])) suggesting positive **characteristics/improvements** to problem-based learning and compatibility of it with the human cognitive structure like: | ||
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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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