Book•
Problem-based learning : an approach to medical education
01 Jan 1980-
TL;DR: This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem- based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.
Abstract: In this book, the authors address some basic problems in the learning of biomedical science, medicine, and the other health sciences Students in most medical schools, especially in basic science courses, are required to memorize a large number of ""facts,"" facts which may or may not be relevant to medical practice Problem-based learning has two fundamental postulates--the learning through problem-solving is much more effective for creating a body of knowledge usable in the future, and that physician skills most important for patients are problem-solving skills, rather than memory skills This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn
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TL;DR: In this paper, a problem-based pedagogy was used in a single course to better engage teacher education students in their final semester of study, and the within-subject PBL structure was successful in motivating students to engage in a series of problems relevant to their professional trajectories.
Abstract: There are few reports in the literature on the use of problem-based learning (PBL) in teacher education. This is somewhat surprising given that it is a field of university study that espouses to its students the use of innovative and relevant pedagogies in the school context. Similarly, despite the widespread use of PBL in single courses, the literature in this area is also sparse. This paper provides a description and analysis of a problem-based pedagogy, used in a single course, as a way to better engage teacher education students in their final semester of study. It is concluded that the within-subject PBL structure was successful in motivating students to engage in a series of problems relevant to their professional trajectories. Lave and Wenger's (1991) concepts of legitimate peripheral participation in communities of practice are used to elaborate how PBL can enhance teacher education students' sense of professional development.
30 citations
02 Oct 2009
TL;DR: It appears that students in the tutored condition had just the right amount of assistance, and that the better students in that condition used their superior metacognitive skills and/or motivation to decide when to use the available assistance to their best advantage.
Abstract: How much help helps in discovery learning? This question is one instance of the assistance dilemma , an important issue in the learning sciences and educational technology research. To explore this question, we conducted a study involving 87 college students solving problems in a virtual chemistry laboratory (VLab), testing three points along an assistance continuum: (1) a minimal assistance, inquiry-learning approach, in which students used the VLab with no hints and minimal feedback; (2) a mid-level assistance, tutored approach, in which students received intelligent tutoring hints and feedback while using the VLab (i.e., help given on request and feedback on incorrect steps); and (3) a high assistance, direct-instruction approach, in which students were coaxed to follow a specific set of steps in the VLab. Although there was no difference in learning results between conditions on near transfer posttest questions, students in the tutored condition did significantly better on conceptual posttest questions than students in the other two conditions. Furthermore, the more advanced students in the tutored condition, those who performed better on a pretest, did significantly better on the conceptual posttest than their counterparts in the other two conditions. Thus, it appears that students in the tutored condition had just the right amount of assistance, and that the better students in that condition used their superior metacognitive skills and/or motivation to decide when to use the available assistance to their best advantage.
30 citations
Cites background from "Problem-based learning : an approac..."
...[5,6,7,8]) advocate a much lower assistance approach (i....
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TL;DR: The Collaborative Listening/Speaking (CLS) framework as mentioned in this paper provides a structure for tutors to scaffold the novice learners' collaborative skills, and therefore more effectively facilitate the group's learning through collaboration.
Abstract: PBL is described as small-group collaborative learning; however, literature on how col-laboration is enacted in PBL contexts is limited. A two-year ethnographic study exam-ined the experiences and responses of Asian students to the obligations of PBL in aWestern context. Participant-observation, videotape data, and video-stimulated recallinterviews provided insights into collaborative behaviors in PBL classrooms. Eventhough students recognized that listening and speaking were important to collabora-tion, speaking was clearly privileged over listening in this PBL setting. A framework wasdeveloped that incorporated both collaborative and noncollaborative listening andspeaking behaviors. This Collaborative Listening/Speaking (CLS) framework provides astructure for tutors to scaffold the novice learners’ collaborative skills, and thereforemore effectively facilitate the group’s learning through collaboration. Introduction Small-group collaborative learning is a fundamental component of the problem-basedlearning (PBL) approach (Barrows & Tamblyn, 1980; Savery, 2006). In the context of PBL,collaborative learning has been described as “the process by which individuals,workingfrom different perspectives, come to an understanding of rich, complex concepts”(Kelson & Distlehorst, 2000, p. 172). The collaborative nature of PBL is mentioned as a
30 citations
TL;DR: In this paper, a snapshot of flipped classroom use in post-secondary chemistry education is presented, showing an association between flipped classroom usage and the level at which a course is taught, and support for the utility of flipped classrooms as a means for incorporation of pedagogical practices focused on active and collaborative learning.
Abstract: The aim of this study is to offer a current snapshot of flipped classroom use in postsecondary chemistry education. Data from a national survey of chemistry faculty members in the United States formed the basis of an investigation into the instructional contexts in which flipped classroom pedagogies are employed in postsecondary chemistry education. Our results reveal an association between flipped classroom use and the level at which a course is taught; in addition, our results provide support for the utility of flipped classrooms as a means for incorporation of pedagogical practices focused on active and collaborative learning.
30 citations
TL;DR: The principles, opportunities and challenges of incorporating e-learning in neurology education to help improve learners' perception of clinical neurology, facilitate delivery of self-directed experiential learning and perhaps breed 'neurophilia' are reviewed.
30 citations