By Cindy E. Hmelo-Silver, Catherine Eberbach (auth.), Susan Bridges, Colman McGrath, Tara L. Whitehill (eds.)
ISBN-10: 9400725140
ISBN-13: 9789400725140
ISBN-10: 9400725159
ISBN-13: 9789400725157
Developed within the context of healthiness sciences schooling within the past due Sixties, problem-based studying (PBL) is now generally deployed as an schooling technique. Its problem-solving, collaborative, student-centred ethos is obvious as a extra acceptable method of pedagogy than past ‘chalk-and-talk’ modes. concentrating on its use in scientific schooling, this selection of contemporary scholarship on PBL examines the ways that PBL is either conceived and applied in scientific schooling. The paintings has a twin emphasis, research-driven at the one hand, whereas at the different assessing new methodologies to discover how problem-based curricula aid the success of scholars’ studying results within the context of scientific education.
The chapters draw on reviews that discover PBL either theoretically and empirically. The volume’s eclecticism capitalises at the growing to be physique of empirical learn into PBL reviews. It balances this with reviews analysing the rather new quarter of discourse-based learn on PBL-in-action, whose concentration has been to interrogate the ‘how’ of pupil studying in curricula with PBL content.This e-book should be of curiosity to scientific academics, curriculum designers and people attracted to thoughts within the scholarship of training and studying in PBL curricula.
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Extra info for Problem-Based Learning in Clinical Education: The Next Generation
Example text
As students make inferences that tie the general concepts and skills to the specifics of the problem that they are working on, they construct more coherent knowledge (Chi, Bassok, Lewis, Reimann, & Glaser, 1989). The reflection process in PBL is designed to help students make inferences, identify gaps in their thinking, and prepare them to transfer problemsolving strategies, self-directed learning strategies, and knowledge to new situations. 1 Learning Theories and Problem-Based Learning 9 Often groups need help to reflect on their learning (Hmelo-Silver, 2000).
Cognition and learning. In D. Berliner & R. ), Handbook of educational psychology (pp. 15–46). New York: MacMillan. Herrenkohl, L. , & Guerra, M. R. (1998). Participant structures, scientific discourse, and student engagement in fourth grade. Cognition and Instruction, 16(4), 431–473. Hmelo, C. E. (1998). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. Journal of the Learning Sciences, 7, 173–208. Hmelo, C. , & Kolodner, J. L. (2000). Designing to learn about complex systems.
Motivation and cognitive engagement in learning environments. In R. K. ), Cambridge handbook of the learning sciences (pp. 475–488). New York: Cambridge University Press. Blumenfeld, P. , Marx, R. , & Krajcik, J. S. (1996). Learning with peers: From small group cooperation to collaborative communities. Educational Researcher, 25(8), 37–40. Bransford, J. , Brown, A. , & Cocking, R. (2000). How people learn. Washington, DC: National Academy Press. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings.
Problem-Based Learning in Clinical Education: The Next Generation by Cindy E. Hmelo-Silver, Catherine Eberbach (auth.), Susan Bridges, Colman McGrath, Tara L. Whitehill (eds.)
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