Facilitating Postformal Thinking through Problem-Based Learning in the History Survey Course: An Empirically Tested PBL Model

Autor/in	Wynn, Charles
Titel	Facilitating Postformal Thinking through Problem-Based Learning in the History Survey Course: An Empirically Tested PBL Model
Quelle	In: Journal of Problem Based Learning in Higher Education, 10 (2022) 1, S.121-133 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Problem Based Learning; Problem Solving; Thinking Skills; History Instruction; Current Events; Student Attitudes; Skill Development; Undergraduate Students; General Education; Metacognition; Reflection; Introductory Courses + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Problemlösen; Denkfähigkeit; History lessons; Geschichtsunterricht; Aktualität; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Allgemein bildendes Schulwesen; Allgemeinbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Einführungskurs
Abstract	This case study presents a problem-based learning (PBL) model that guides general education history students to practice and acquire more advanced problem-solving skills -- those found in postformal thinking systems -- and to apply these thinking skills to develop and share solution alternatives both to periodized historical issues and to current problems and issues. The article also summarizes findings from three studies that tested the impact of the PBL model on students' cognitive growth, level of course engagement, and perception of content relevance. These findings include student comments on the impact their PBL experiences had on their thinking skills and the usefulness of these skills in problem solving. The article concludes by providing tips on implementing the PBL model in a college general education history course. (As Provided).
Anmerkungen	Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01