A Re-Examination of the Argument against Problem-Based Learning in the Classroom

Autor/in	Bryant, Lauren H.
Titel	A Re-Examination of the Argument against Problem-Based Learning in the Classroom
Quelle	In: Journal of Research in Education, 21 (2011) 2, S.157-170 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Problem Based Learning; Teaching Methods; Guidance; Research Reports; Content Analysis + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Beratung; Research report; Forschungsbericht; Inhaltsanalyse
Abstract	The primary purpose of this study is to examine Kirschner, Sweller, and Clark's (2006) argument against problem-based learning (PBL) by analyzing research used to support their stance. The secondary purpose is to develop a definition of PBL that helps practitioners use this technique. Seven studies were analyzed to determine whether the PBL instruction included three key components: an appropriate level of guidance, a well-constructed problem, and an appropriate amount of debate and discussion. Upon analysis, these articles do not support Kirschner et al.'s claim. Results also showed that all of the three key components are necessary for quality PBL instruction. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01