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 authors examined the concepts of teaching and learning, pedagogical models and methods as well as the educational tools used by ENVI teachers (n = 8) through thematic interviews and analyzed using the content analysis method.
Abstract: This research article focuses on virtual reality (VR) and simulation‐based training, with a special focus on the pedagogical use of the Virtual Centre of Wellness Campus known as ENVI (Rovaniemi, Finland). In order to clearly understand how teachers perceive teaching and learning in such environments, this research examines the concepts of teaching and learning, pedagogical models and methods as well as the educational tools used by ENVI teachers (n = 8). Data were collected through thematic interviews and analysed using the content analysis method. This interview study indicates that teachers saw ENVI’s use in education as indisputably beneficial, because it has brought authenticity to teaching and provided students with experiential learning opportunities. ENVI has also made possible the integration of theoretical and practical knowledge. Teachers had widely accepted their role as facilitators of student learning but held widely varied conceptions of learning. Teachers’ underlying conceptions become evi...
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Journal Article•
TL;DR: PBS instruction can simply be defined as a student-centered science teaching approach, in which students produce tangible learning outcomes by posing and answering research questions that are relevant to their own lives and communities.
Abstract: [ILLUSTRATION OMITTED] Different groups of science educators and researchers have provided working definitions of the term project-based science (PBS) instruction (Figure 1, p. 24). While these definitions may vary, they do share some commonalities, including the use of learner-centered instruction, driving questions, student collaboration, technology, the production of artifacts, and an extended time frame. PBS instruction can simply be defined as a student-centered science teaching approach, in which students produce tangible learning outcomes by posing and answering research questions that are relevant to their own lives and communities. In a PBS classroom, students are encouraged to take responsibility for their own learning. They are provided with resources, and guided and mentored throughout the learning process by a supportive teacher who holds them accountable at various points in the project (Figure 2, p. 25). This article provides an introduction to PBS instruction for both beginning and veteran science teachers who are interested in implementing this approach in their classrooms. The history of PBS Dewey and other progressive educators laid the curricular and psychological foundations for PBS instruction. In The Child and the Curriculum, Dewey notes that the "child is the starting point, the center, and the end" and that the most natural way for children to learn is by doing (1902, p. 187). However, he also observes that children must be guided and provided with appropriate learning experiences if they are to develop a habit of "critical examination and inquiry" (Dewey 1902, p. 29). From a historical perspective, the use of projects in science instruction dates back to 1908, when Rufus Stimson, a teacher at Smith Agricultural School in Northampton, Massachusetts, coined the term home projects (Stevenson 1928). The purpose of these projects was to provide students with the opportunity to apply the school's teachings in their farm work at home. "Child-centered learning," "learning by doing," and "applying school's teachings in the home" are the core values of PBS instruction. This method was further strengthened by the work of constructivists such as Piaget (1969, 1970) and Vygotsky (1978). Both focused their work on child-centered learning and knowledge construction through practice and reflection. The work of progressive and constructivist science educators laid the foundation for PBS instruction in the United States. PBS and PBL Although this article focuses on PBS, it is important to note the difference between project-based and problem-based learning (PBL), as many people confuse the two terms and approaches. Indeed, even the acronym PBL is often used for both, further confusing the issue (see "Other terms for PBS" at the end of this article). PBS instruction and PBL are similar in that they are both forms of inquiry-based science instruction, and there is some overlap between the two. However, they differ in their historical context and pedagogical emphasis. For instance, PBS instruction grew out of the progressive education movement and constructivist science-education reform, while PBL grew out of the medical education reform of the 1970s (see "more on PBL" at the end of this article). PBS instruction emphasizes learning based on students choosing and investigating their own questions, and typically producing a tangible product, whereas PBL focuses on learning how to understand and solve problems using ill-defined cases. Choosing between the PBS and PBL approaches depends on the specific context and purpose of instruction, teacher knowledge and experience, students' backgrounds, and resources available. Types of projects PBS projects can be defined based on their intended student outcome: * Problem-solving projects are designed to teach problem-solving and critical-thinking skills. …
35 citations
TL;DR: The traditional strategy in higher education, of setting the internal theory structures of the discipline as the base of the curriculum, and relying on well-de ned and segmented study exercises, has not managed to develop students’ abilities to apply their knowledge in complex, ill- deµ ned practical situations.
Abstract: The traditional strategy in higher education, of setting the internal theory structures of the discipline as the base of the curriculum, and relying on well-de ned and segmented study exercises, has not managed to develop students’ abilities to apply their knowledge in complex, ill-de ned practical situations (Actenhagen, 1994). This type of higher education often fails to provide students with knowledge and skills applicable to the different problem-solving and activity situations of working life (Mandl et al., 1994). This has led to a strong emphasis of learning experiences in practical situations that are embedded in cultural contexts, or communities of practice. Although this approach has led to important advancement in the planning of learning environments (Bransford et al., 1999), it has also often neglected the importance of learning formal knowledge (e.g., Boshuizen et al., 1995), and the construction of abstract ideas (Ohlsson & Lehtinen, 1997). The problems of higher education cannot simply be solved by cutting away studies of formal, theoretical knowledge from the curriculum, and by replacing them with direct studies of informal knowledge related to the domain in question. Although experienced experts have developed rich informal knowledge structures, which give them quick practical reasoning in complex and often ill-de ned problem situations, the experts also have a more profound understanding of the formal knowledge of their eld than do the novices. Well-structured formal knowledge remains available for use if the informal knowledge, based on practical experience, fails to produce an adequate representation and solution to the problem at hand. Boshuizen et al. (1995) have described high-level experts’ knowledge structures in which the formal knowledge is embedded in informal activity scripts as encapsulated units. This would mean that formal and informal knowledge should not be viewed as alternative approaches, but the development of high-quality expertise seems to demand them both. Formal knowledge also provides the abstract tools that enable both experts and students to monitor the development of a certain eld of knowledge and to gather new information. (e.g., Bereiter &
35 citations
TL;DR: In this article, the authors investigated how spatial and technological features of a large collaborative classroom support active learning based on the Pedagogy-Space-Technology framework and found that short lecture and classwide discussion are essential in framing learning content before group activities, and connecting group outputs to the learning content after group activities.
Abstract: To promote student learning and bolster student success, higher education institutions are increasingly creating large active learning classrooms to replace traditional lecture halls. Although there have been many efforts to examine the effects of those classrooms on learning outcomes, there is paucity of research that can inform the design and implementation process. This study investigates how spatial and technological features of a large collaborative classroom support active learning based on the Pedagogy-Space-Technology framework. The findings from our study suggest short lecture and class-wide discussion are essential in framing learning content before group activities, and connecting group outputs to the learning content after group activities. Through interviews, surveys, and focus groups, we found that-while small group activities are generally well-supported in large active learning classroomsfacilitating short lecture and class-wide discussion is key to the success of active learning in large classrooms. Technology should be carefully laid out in the space to accommodate those activities. Specific design and implementation suggestions and implications are provided.
35 citations
TL;DR: In this article, a problem-based learning (PBL) activity was incorporated into an introductory food science course to aid in student understanding of basic food science principles while developing students' problem-solving and critical thinking skills.
Abstract: Problem-based learning (PBL) activities incorporated into an introductory food science course can aid in student understanding of basic food science principles while developing students' problem-solving and critical thinking skills. This article describes one example of how problem-based learning was introduced into an introductory food science course designed for food and nutrition majors. Included are the problems that were developed for the course and the observed outcomes of the problem-based learning activities. Integrated problem-based learning aided students in developing communication, problem-solving, self-directed learning, and other desired skills and demonstrates the potential to be an enjoyable and challenging classroom experience for both students and teachers. However, poor problem design, such as introducing numerous problems for one subject area, may generate unanticipated quick answer approaches to solving problems.
35 citations