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 article, the Lawson Classroom Test of Scientific Reasoning (LCTSR) was used to gauge the relative effectiveness of three different methods of pedagogy, Reading, Presenting, and Questioning (RPQ), Experimenting and Discussion (ED), and Traditional Methods (TM), on increasing students' level of scientific thinking.
Abstract: The Lawson Classroom Test of Scientific Reasoning (LCTSR) was used to gauge the relative effectiveness of three different methods of pedagogy, Reading, Presenting, and Questioning (RPQ), Experimenting and Discussion (ED), and Traditional Methods (TM), on increasing students' level of scientific thinking. The data of a one-semester-long senior high-school project indicate that, for the LCTSR: (a) the RPQ group (n = 91) achieved effect-sizes d = 0.30 and (b) the ED group (n = 85) attained effect-sizes d = 0.64. These methods have shown that the Piagetian and Vygotskian visions on learning and teaching can go hand in hand and as such achieve respectable results. To do so, it is important to challenge the students and thus encourage the shift towards higher levels of reasoning. This aim is facilitated through class management which recognizes the importance of collaborative learning. Carrying out Vygotsky's original intention to use teaching to promote cognitive development as well as subject concepts, this...
56 citations
28 Oct 2019
TL;DR: Loyens, S. M., Kirschner, P. A., and Paas, F. (2011) as mentioned in this paper presented the APA educational psychology handbook: Vol. 3.
Abstract: Loyens, S. M. M., Kirschner, P. A., & Paas, F. (2011). Problem-based learning. In S. Graham (Editor-in-Chief), A. Bus, S. Major, & L. Swanson (Associate Editors), APA educational psychology handbook: Vol. 3. Application to learning and teaching (pp. 403-425). Washington, DC: American Psychological Association.
55 citations
TL;DR: In this paper, the authors compare problem based learning and lecture-based learning (LBL) in Hong Kong secondary students' science achievement and find that PBL is at least as effective as LBL in gaining the knowledge required to achieve the syllabus' learning objectives.
Abstract: The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions will further determine whether students taught through PBL develop improved learning in relation to high order skills, in a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform.
55 citations
Cites background from "Problem-based learning : an approac..."
...It is characterized by students’ working in small groups to increase knowledge and develop understanding by identifying learning objectives, engaging in selfdirected work, and participating in discussions ( Barrows and Tamblyn 1980 )....
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TL;DR: In this article, a study was conducted in an International Business Studies program, with 522 students participating in the research project and path analyses were conducted to assess the nature of the relationships between personality traits, perceptions of the learning environment and learning strategies.
Abstract: Previous research on students’ learning strategies has examined the relationships between either perceptions of the learning environment or personality and learning strategies. The focus of this study was on the joint relationships between the students’ perceptions of the learning environment, their personality, and the learning strategies they used. This study was conducted in an International Business Studies programme, with 522 students participating in the research project. Path analyses were conducted to assess the nature of the relationships between personality traits, perceptions of the learning environment and learning strategies. The first path analysis revealed that two personality traits, conscientiousness and openness to experience, are related to learning strategies. The second path analysis indicated that students’ perceptions of the various elements of the learning environment influence their learning strategies. A third path analysis revealed that personality traits are only slightly relat...
55 citations
Cites background from "Problem-based learning : an approac..."
...PBL, as initially developed by Barrows and Tamblyn (1980), typically involves students working on problems in groups of 5–12 students: so-called ‘tutorial groups’....
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TL;DR: This paper articulate a model for designing learning environments that engage learners in solving problems and can be delivered to learners at a distance via the World Wide Web and applies this model to an environment on aggregate planning in an operations management course.
Abstract: In this paper, we articulate a model for designing learning environments that engage learners in solving problems and can be delivered to learners at a distance via the World Wide Web. These environments include a problem (including representation, context, and manipulation spaces), related cases, information resources, cognitive tools, and collaborative support. We apply this model to an environment on aggregate planning in an operations management course. Students represent the problem, collect resources and experiences, and solve the problem using a spreadsheet, which can be machine scored. Field trials showed that students were challenged, and they liked being able to see the results of their manipulations instantly.
55 citations