Open AccessJournal Article
Problem Based Learning: An instructional model and its constructivist framework
John R. Savery,Thomas M. Duffy +1 more
TLDR
The goal in this paper is to provide a clear link between the theoretical principles of constructivism, the practice of instructional design, and thepractice of teaching.Abstract:
It is said that there’s nothing so practical as good theory. It may also be said that there’s nothing so theoretically interesting as good practice 1 . This is particularly true of efforts to relate constructivism as a theory of learning to the practice of instruction. Our goal in this paper is to provide a clear link between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and understanding. We will then identify and elaborate on eight instructional principles for the design of a constructivist learning environment. Finally, we will examine what we consider to be one of the best exemplars of a constructivist learning environment -- Problem Based Learning as described by Barrows (1985, 1986, 1992).read more
Citations
More filters
Journal ArticleDOI
Overview of Problem-Based Learning: Definitions and Distinctions.
TL;DR: This overview presents a brief history, followed by a discussion of the similarities and differences between PBL and other experiential approaches to teaching, and identifies some of the challenges that lie ahead for PBL.
Constructivism: Implications for the Design and Delivery of Instruction
TL;DR: Constructivism! The increase in frequency with which this word appears in the discourse of educational research, theory, and policy is truly remarkable as mentioned in this paper. Unfortunately much of the discussion is at the level of slogan and cliche even bromide, and any approach that is other than constructivist is characterized as promoting passive, rote and sterile learning.
A review of research on project-based learning
TL;DR: A summary of research on PBL by Center for Excellence in Leadership for Learning at University of Indianapolis indicates that PBL has a positive effect on student content knowledge and the development of skills such as collaboration, critical thinking, and problem solving; benefits students by increasing their motivation and engagement; and is challenging for teachers to implement as mentioned in this paper.
Journal ArticleDOI
Design-Based Research and Technology-Enhanced Learning Environments.
Feng Wang,Michael J. Hannafin +1 more
TL;DR: The importance of design- based research for the development of TELEs is described, principles for implementing design-based research withTELEs are proposed, and future challenges of using this methodology are discussed.
Journal Article
Designed-Based Research and Technology Enhanced Learning Environments
Feng Wang,Michael J. Hannafin +1 more
TL;DR: In this paper, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs) and discuss future challenges of using this methodology.
References
More filters
Book
Mind in Society: The Development of Higher Psychological Processes
TL;DR: In this paper, Cole and Scribner discuss the role of play in children's development and play as a tool and symbol in the development of perception and attention in a prehistory of written language.
Journal ArticleDOI
Situated Cognition and the Culture of Learning
TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.
Educating the reflective practitioner
TL;DR: Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.