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 case study involved year 9 students carrying out project work in biology via problem-based learning, and the purpose of the study was to find out how students approach and work through ill-structured problems, identify some issues and challenges related to the use of such problems, and offer some practical suggestions on the implementation of problembased project work.
Abstract: This case study involved year 9 students carrying out project work in biology via problem-based learning. The purpose of the study was to (a) find out how students approach and work through ill-structured problems, (b) identify some issues and challenges related to the use of such problems, and (c) offer some practical suggestions on the implementation of problem-based project work. Data sources included observation and field notes, students' written documents, audiotapes and videotapes of students at work, and student interviews. The findings showed that several students initially experienced difficulties in identifying a problem themselves but after discussing with family and friends, were able to overcome this initial barrier and subsequently formulated personally meaningful problems for investigation. The ill-structured problems stimulated students to pose questions which charted their courses of action, leading to independent inquiry. Students were led to investigate multidisciplinary elements beyond the boundaries of typical school science, and also learned about different modes of inquiry. The issues and challenges identified included identifying a problem for investigation; asking questions to negotiate the learning pathway; deciding what areas to pursue, given a multitude of possibilities; and figuring out how to extract relevant information from the available mass. Implications of the findings for instructional practice are discussed. © 2005 Wiley Periodicals, Inc. Sci Ed90:,44–67, 2006
167 citations
TL;DR: The study results indicate that motivation influences the relationship between team interactions and perceived learning, with the implication that students who perceive that the team interactions are adding value to their education will better enjoy learning and will experience higher-level learning outcomes.
Abstract: The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative learning, the iterative team-based learning (TBL) process proposed by Michaelsen, Fink, and Knight (2002) has been successfully used in the classroom without computer support. This paper describes the implementation and evaluation results of a classroom application of the TBL process, which was modified to include computer mediation. We call this process computer-supported team-based learning (CS-TBL). This work extends learning in small teams from the traditional classroom to the hybrid classroom where students meet both face-to-face and online by emphasizing the importance of online team interactions. The outcomes are assessed through an evaluation model that considers the impact of motivation, enjoyment and team contributions on learning outcomes. The study results indicate that motivation influences the relationship between team interactions and perceived learning. Enjoyment is affected by motivation and perceptions of team members' contributions, with the implication that students who perceive that the team interactions are adding value to their education will better enjoy learning and will experience higher-level learning outcomes.
166 citations
12 Jan 1999
TL;DR: In this article, the main current tendencies and approaches for teaching science are reviewed and evaluated and the main advantages and shortcomings of each of them are discussed and analyzed. But none of them have been evaluated in detail.
Abstract: In this article we review the main current tendencies and approaches for teaching science. We analyze each one of these proposals and evaluate their main advantages and shortcomings.
165 citations
TL;DR: In this paper, the authors explore a Problem-Based Learning (PBL) approach as one means through which this neglect can be addressed, and the goal of coaching holistically can be realised.
Abstract: Background: Coaching, as related to improving others' sporting experience and/or performance, at any level is unquestionably a complex business. General agreement exists that the dynamic and intricate nature of the work in teaching, guiding and managing others in this regard precludes any paint-by-number plans that practitioners can easily follow. Consequently, the need to coach holistically, in terms of viewing coaching as a complex social process, which involves a myriad of interacting variables, has increasingly gained recognition. Despite this awareness, more definitive plans about how we can better educate coaches to meet the integrated, pressured and fluid nature of their work have not emerged. Purpose: The aim of this paper is explore a Problem-Based Learning (PBL) approach as one means through which this neglect can be addressed, and the goal of coaching holistically can be realised. Its purpose lies not only in emphasising the interdisciplinary nature of coaching knowledge in practice, and of the...
165 citations
Journal Article•
TL;DR: This paper presents a case study of an on-line workshop that was conducted via the WWW and results indicate that participants interactions in the workshop demonstrated the characteristics of mutual engagement, joint enterprise, and shared repertoire.
Abstract: This paper presents a case study of an on-line workshop that was conducted via the WWW. Using the participant dialogues from the workshop bulletin boards, the author investigates whether Wenger’s (1998) Community of Practice framework can be applied to this educational setting. The results indicate that participants interactions in the workshop demonstrated the characteristics of mutual engagement, joint enterprise, and shared repertoire. These three characteristics are what Wenger posits contribute to a cohesive community of practice. Using this framework, some principles are derived that educators can use to design more cohesive learning communities.
164 citations