Problem-Based Learning: What and How Do Students Learn?

Autor/in	Hmelo-Silver, Cindy E.
Titel	Problem-Based Learning: What and How Do Students Learn?
Quelle	In: Educational Psychology Review, 16 (2004) 3, S.235-266 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1023/B:EDPR.0000034022.16470.f3
Schlagwörter	Problem Based Learning; Educational Psychology; Learning Strategies; Cooperative Learning; Learning Processes; Educational Environment; Instructional Effectiveness; Independent Study; Teaching Methods; Student Motivation; Problem Solving + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Erziehungspsychologie; Pädagogische Psychologie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kooperatives Lernen; Learning process; Lernprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtserfolg; Selbststudium; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Problemlösen
Abstract	Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10