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: It has been suggested that AR technology can be a potential and effective tool for activating students' positive emotions in PBL process and implications on use of AR for physics education are discussed.
Abstract: This study investigates the effects of Problem Based Learning (PBL) assisted with Augmented Reality (AR) on learning achievement and attitude towards physics subjects as a part of science education. The sample of the study included 91 seventh graders from a province in the north of Turkey. A quasi-experimental design with two experimental groups and a control group was utilized. Based upon marker-based AR technologies, FenAR software was developed to support with PBL activities in the classroom. The experimental results indicated that integrating AR into PBL activities both increased students' learning achievement and promoted their positive attitudes towards physics subjects. This technology contributed to students' long-term retention of the concepts in the field of physics. In semi-structured interviews, the students emphasized that AR applications were more useful, realistic, and interesting for their learning; helped them to understand and analyse the problem scenarios. Apart from educational advantages, AR applications may lead to physical disorders among some of the students. It has been suggested that AR technology can be a potential and effective tool for activating students' positive emotions in PBL process. Moreover, implications on use of AR for physics education and recommendations for further studies are also discussed in the study.
179 citations
TL;DR: It was found that the camp enhanced students’ physics content knowledge but failed to improve their skills in conducting scientific inquiry.
Abstract: Despite the growing popularity of robotics competitions such as FIRST LEGO League, robotics activities are typically not found in regular K–12 classrooms. We speculate that, among other reasons, limited adoption is due to the lack of empirical evidence demonstrating the effect of robotics activities on curricular goals. This paper presents a mixed methods study exploring the impact of a summer robotics camp on middle school students’ physics content knowledge and scientific inquiry skills. It was found that the camp enhanced students’ physics content knowledge but failed to improve their skills in conducting scientific inquiry. Qualitative data provided an explanation of the findings.
179 citations
Cites background from "Problem-based learning : an approac..."
...Researchers in the field of problem-based learning advocated the role of whole-class or small-group debriefngs in providing students with an opportunity to synthesize and reflect on their learning (Barrows & Tamblyn, 1980; Nelson, 1999)....
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TL;DR: A two-stage problem solving process and its relationship to domain specific knowledge are proposed and specific differences were found in the links or relations between the cues, with the HDK subjects using more relations to connect important information.
Abstract: The role of domain knowledge in the process of hypothesis generation during diagnostic reasoning was examined. Subjects were given a clinical case presented one segment at a time on a microcomputer. They were prompted to think aloud after presentation of each segment of the clinical case. A combination of discourse and protocol analysis techniques was used to investigate the problem solving process in two groups of experts working on an endocrine problem. The groups consisted of high-domain-knowledge subjects (HDK), endocrinologists, and low-domain-knowledge subjects (LDK), cardiologists. The results showed no significant differences between the groups in terms of selection of relevant and critical cues from the case. However, specific differences were found in the links or relations between the cues, with the HDK subjects using more relations to connect important information. The HDK subjects generated accurate diagnostic hypotheses early in the problem encounter and spent the rest of the time confirming the hypotheses by explaining the given cues. The LDK subjects also generated accurate diagnostic hypotheses but were unable to discriminate between and eliminate alternative hypotheses. A two-stage problem solving process and its relationship to domain specific knowledge are proposed.
177 citations
TL;DR: In this article, a critical assessment of problem-based learning (PBL) in geography is made, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine, and concludes that PBL is not a teaching and learning method to be adopted lightly, and that if the chances of successful implementation are to be maximized, careful attention to course preparation and scenario design is essential.
Abstract: This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies some ‘best practices in PBL’, as well as some useful sources for those seeking to adopt PBL in geography. It concludes that PBL is not a teaching and learning method to be adopted lightly, and that if the chances of successful implementation are to be maximized, careful attention to course preparation and scenario design is essential. More needs to be known about the circumstances in which applications of PBL have not worked well and also about the nature of the inputs needed from students, teachers and others to reap its benefits.
176 citations
TL;DR: A process-based method of presenting information to the learner in the assessment phase is incorporated in simulations developed from actual clinical cases, recognized as mirroring practice reality and validation of this construct and that of expertise are considered.
174 citations