Problem Solving Skills versus Knowledge Acquisition: The Historical Dispute That Split Problem-Based Learning into Two Camps

Autor/in	Servant-Miklos, Virginie F. C.
Titel	Problem Solving Skills versus Knowledge Acquisition: The Historical Dispute That Split Problem-Based Learning into Two Camps
Quelle	In: Advances in Health Sciences Education, 24 (2019) 3, S.619-635 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Servant-Miklos, Virginie F. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-018-9835-0
Schlagwörter	Problem Solving; Problem Based Learning; Educational History; Cognitive Psychology; Logical Thinking; Constructivism (Learning); Educational Theories + Suchen Sie Ihr Suchwort? Problemlösen; Problem-based learning; Problemorientiertes Lernen; History of education; Bildungsgeschichte; Kognitive Psychologie; Educational theory; Theory of education; Bildungstheorie
Abstract	This paper sheds light on an intellectual dispute on the purpose of problem-based learning that took place in the 1970s between two major figures in the history of PBL: Howard S Barrows from McMaster University and Henk Schmidt from Maastricht University. Using historical evidence from archive materials, oral history accounts and contemporary publications, the paper shows that at the core of the dispute was their divergent understanding of cognitive psychology. On the one hand, Barrows espoused hypothetico-deduction, and on the other, Henk Schmidt was a proponent of constructivism. The paper shows how the dispute played out both in the scientific literature and in the divergent practice of PBL at McMaster and Maastricht and continues to affect the way PBL is done today. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01