The Wiley handbook of problem-based learning
The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts The Wiley Handbook of Problem-Based Learning is the first book of its kind to present a collection of original essays that integrate the research and practice of probl...
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| Hlavní autori: | , , |
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| Médium: | E-kniha Kniha |
| Jazyk: | English |
| Vydavateľské údaje: |
Hoboken, N.J
John Wiley & Sons
2019
Wiley John Wiley & Sons, Incorporated Wiley-Blackwell |
| Vydanie: | 1 |
| Edícia: | Wiley handbooks in education |
| Predmet: | |
| ISBN: | 1119173213, 9781119173212, 9781119173236, 111917323X, 1119173272, 9781119173274 |
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| Abstract | The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts
The Wiley Handbook of Problem-Based Learning is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL).
After many years of its successful implementation in medical education curricula, problem-based learning is now being emphasized and practiced more widely in K-12, higher education, and other professional fields. The handbook provides timely and stimulating advice and reflection on the theory, research, and practice of PBL. Throughout the book the contributors address the skills needed to implement PBL in the classroom and the need for creating learning environments that are active, collaborative, experiential, motivating and engaging. This important resource:
* Addresses the need for a comprehensive resource to problem-based learning research and implementation
* Contains contributions from an international panel of experts on the topic
* Offers a rich collection of scholarly writings that challenge readers to refresh their knowledge and rethink their assumptions
* Takes an inclusive approach that addresses the theory, design, and practice of problem-based learning
* Includes guidelines for instructional designers, and implementation and assessment strategies for practitioners
Written for academics, students, and practitioners in education, The Wiley Handbook of Problem-Based Learning offers a key resource to the most recent information on the research and practice of problem-based learning. |
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| AbstractList | The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts The Wiley Handbook of Problem-Based Learning is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL). After many years of its successful implementation in medical education curricula, problem-based learning is now being emphasized and practiced more widely in K-12, higher education, and other professional fields. The handbook provides timely and stimulating advice and reflection on the theory, research, and practice of PBL. Throughout the book the contributors address the skills needed to implement PBL in the classroom and the need for creating learning environments that are active, collaborative, experiential, motivating and engaging. This important resource: Addresses the need for a comprehensive resource to problem-based learning research and implementation Contains contributions from an international panel of experts on the topic Offers a rich collection of scholarly writings that challenge readers to refresh their knowledge and rethink their assumptions Takes an inclusive approach that addresses the theory, design, and practice of problem-based learning Includes guidelines for instructional designers, and implementation and assessment strategies for practitioners Written for academics, students, and practitioners in education, The Wiley Handbook of Problem-Based Learning offers a key resource to the most recent information on the research and practice of problem-based learning. The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts The Wiley Handbook of Problem-Based Learning is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL). After many years of its successful implementation in medical education curricula, problem-based learning is now being emphasized and practiced more widely in K-12, higher education, and other professional fields. The handbook provides timely and stimulating advice and reflection on the theory, research, and practice of PBL. Throughout the book the contributors address the skills needed to implement PBL in the classroom and the need for creating learning environments that are active, collaborative, experiential, motivating and engaging. This important resource: * Addresses the need for a comprehensive resource to problem-based learning research and implementation * Contains contributions from an international panel of experts on the topic * Offers a rich collection of scholarly writings that challenge readers to refresh their knowledge and rethink their assumptions * Takes an inclusive approach that addresses the theory, design, and practice of problem-based learning * Includes guidelines for instructional designers, and implementation and assessment strategies for practitioners Written for academics, students, and practitioners in education, The Wiley Handbook of Problem-Based Learning offers a key resource to the most recent information on the research and practice of problem-based learning. |
| Author | Hung, Woei Dabbagh, Nada Moallem, Mahnaz |
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| Notes | Includes bibliographical references and index |
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| Snippet | The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts
The Wiley Handbook of... The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts The Wiley Handbook of... |
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| SubjectTerms | Problem-based learning |
| TableOfContents | Intro -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Preface -- Section I Understanding PBL: Historical and Theoretical Foundations -- Chapter 1 A Short Intellectual History of Problem-Based Learning -- Introduction -- The Early History of PBL: 1963-1980 -- McMaster's Pioneering Program in Medical Education -- Maastricht University Reinterprets PBL -- Historical Influences on the Development of PBL -- The Harvard University Case Method -- The Western Reserve University School of Medicine Medical Education Experiment -- The Oxbridge Tutorial System -- Intellectual Influences Behind Central Concepts of PBL -- Abraham Flexner and Renewal in Medical Education -- John Dewey and Experiential Learning -- Karl Popper and the Role of Problems in the Growth of Knowledge -- The Cognitive Revolution and Problem‐Solving Skills -- Carl Rogers and Self‐Directed Learning -- Further Developments in PBL: 1975-1990 -- McMaster's Second Curriculum: Focus on Clinical Reasoning -- Community-Orientation and the Network -- Alternative Developments: The Danish Project Model -- Conclusion -- References -- Chapter 2 Cognitive Constructivist Foundations of Problem-Based Learning -- Introduction -- The Process of PBL from a Cognitive Constructivist Point of View -- Empirical Evidence Relevant to the Two Theoretical Claims -- Research on PBL's Support Strategies -- Charting PBL in the Classroom -- Discussion -- References -- Chapter 3 Social Foundations of Problem-Based Learning -- Introduction -- Constructivism -- Instructional Implications of Sociocultural Constructivism -- Sociocultural Constructivist Learning Components in PBL -- Effects of PBL on Social Learning Outcomes -- Conclusion -- References -- Chapter 4 Comparative Pedagogical Models of Problem-Based Learning -- Introduction -- The PBL Pedagogical Model A 3D Platform for an Immersive Learning Experience Chapter 8 Self-Directed Learning in Problem-Based Learning: A Literature Review -- Introduction -- Self-Directed Learning -- Origin and Development of Self-Directed Learning -- Self-Directed Learning in PBL -- Cognitive, Affective, and Conative Domains -- Related Learning Theory and Instructional Theory -- PBL Goals -- Self-Directed Learning Studies Review -- Learning Outcomes -- Conclusions -- References -- Chapter 9 Group Work and Group Dynamics in PBL -- Introduction -- Factors Affecting Group Work and Group Dynamics in PBL -- Conclusion -- References -- Chapter 10 PBL in K-12 Education -- PBL in K-12 Education -- Theoretical Foundations -- Implementations Research in K-12 Contexts -- Research Methods Used in K-12 Contexts -- Conclusion and Recommendations -- References -- Section III Instructional Design of PBL -- Chapter 11 Problem Design in PBL -- Introduction -- The 2nd Generation of the 3C3R PBL Problem Design Model -- Conclusion -- References -- Chapter 12 The Problem-Based Learning Process: An Overview of Different Models -- Introduction -- Problems and Core Characteristics -- The PBL Process in Higher Education -- PBL Process Models in Other Educational Contexts -- Conditions for an Effective PBL Process -- Conclusion -- Acknowledgments -- References -- Chapter 13 Facilitating Problem-Based Learning -- Epistemology of PBL Facilitation -- Goals of Facilitation -- Characteristics of Effective Facilitators -- Peer Facilitators -- Facilitation Strategies -- Facilitator Professional Development -- Facilitating Technology-Supported PBL -- Conclusion -- References -- Chapter 14 Scaffolding in PBL Environments: Structuring and Problematizing Relevant Task Features -- Origins of Scaffolding -- Why Scaffolding in PBL? -- Scaffolding Functions in Problem‐Centered Learning -- Evolution of Scaffolding Models: From Tutor to Blended Approaches Scaffolding Design Considerations -- Conclusion -- References -- Chapter 15 Designing for Effective Group Process in PBL Using a Learner-Centered Teaching Approach -- PBL as an Iterative Group Process -- LCT: An Evidence‐Based Educational Paradigm -- Summary and Conclusion -- References -- Chapter 16 The Role of Self-Directed Learning in PBL: Implications for Learners and Scaffolding Design -- Introduction -- SDL and PBL -- Demands on Learners for SDL in PBL -- Scaffolding SDL in a PBL Environment -- The Role of Technology in Supporting SDL in PBL -- Conclusions and Implications -- References -- Chapter 17 Types and Design of Assessment in PBL -- Introduction -- Formative Assessment -- Summative Assessment in PBL -- Summary -- References -- Chapter 18 Technology Applications to Support Teachers' Design and Facilitation of, and Students' Sectionicipation in PBL -- Introduction -- Critical Considerations when Designing and Engaging in PBL -- Technologies to Aid PBL Teachers -- Technologies to Aid PBL Students -- Conclusion -- References -- Section IV PBL in Practice: Case Studies -- Chapter 19 Learning and Assessing Problem-Based Learning at Aalborg University: A Case Study -- Introduction -- The PBL Skills Course in the First‐Year Program -- Methodological Approach -- Phase 1: Instruction -- Phase 2: Experiential Learning -- Phase 3: Instrumental Learning -- Learning Environment -- The Future -- Conclusion: Lessons Learned -- Lessons Learned for a Single Course Level -- References -- Chapter 20 PBL in Medical Education: A Case Study at the Université de Sherbrooke -- Introduction -- The Innovation Process -- MD Program at Université de Sherbrooke from 1985 to 1995: PBL as an Innovation -- MD Program at Université de Sherbrooke from 1996 to 2005: PBL Under Review-Improvements -- Interim Period from 2006 to 2010: Satellite Campuses MD Program at Université de Sherbrooke from 2010 to 2016: More than PBL -- Conclusion and Future Directions for PBL in the Health Science Programs -- References -- Chapter 21 Seeing and Hearing is Believing, But Eating is Knowing: A Case Study of Implementing PBL in a Master of Educational Management Program -- Applications of PBL in Management Education -- PBL in on Online Master Degree Program in Educational Leadership and Change -- Research Method -- Results -- Conclusion -- Appendix A: Connection Activities -- Appendix B: Strategy Analysis Assignment Guidelines -- Appendix C: Rubric for Assessment of Strategy Analysis Assignment -- References -- Chapter 22 PBL Capstone Experience in Conservation Biology: A Self-Regulated Learning Approach -- An SRL Approach to PBL -- Research on Capstone Projects -- Method -- Results -- Discussion -- Implications for Designing PBL Capstone Courses -- Limitations and Future Directions -- References -- Chapter 23 Promoting Ambitious Teaching and Learning through Implementing Mathematical Modeling in a PBL Environment: A Case Study -- Introduction -- Methods -- Results -- Discussion, Implications, and Future Directions -- References -- Chapter 24 A Case Study of Project‐Based Learning of Middle School Students Exploring Water Quality -- Situating the Case -- Case Presentation -- Discussion -- Conclusion/Recommendations -- Appendix B: Performance Expectations Wate rCurriculum Builds Toward (Framework/NGSS) -- References -- Section V New Developments and Emerging Trends in PBL -- Chapter 25 3D Immersive Platforms and Problem-Based Learning Projects: A Search for Quality in Education -- Educational Revolutions -- Reinventing Education -- PBL and Active Learning Methods -- Complementary PBL Approaches -- PBL and Information and Communication Technologies-ICT -- The Virtual University of Sao Paulo-UNIVESP Distinguishing Characteristics of PBL -- Conditions That Facilitate PBL -- Role of the Tutor in PBL -- Case-Based Learning Compared With PBL -- Project-Based Learning Compared With PBL -- Inquiry-Based Learning Compared With PBL -- Learning by Design Compared With PBL -- Summary -- References -- Section II Research in PBL -- Chapter 5 Effects of PBL on Learning Outcomes, Knowledge Acquisition, and Higher-Order Thinking Skills -- Introduction -- Factors Affecting Outcomes of Learning in Problem-Based Learning -- Contemporary PBL Practices and Approaches: An Overview -- Contemporary PBL Approaches and Their Impacts on Learning Outcomes -- Summary of Research on Effectiveness of PBL -- Recommendations for Future Researchers and Instructional Designers -- References -- Chapter 6 Effects of PBL on Critical Thinking Skills -- The Effects of PBL on Critical Thinking Skills -- Research on PBL and Critical Thinking Skills -- Implications for Practice -- Ill-Structured Problems -- Problem Posing and Representation -- Aligning PBL Problem Characteristics and PBL Pedagogical Principles to Support Critical Thinking Skills -- Conclusion -- References -- Chapter 7 Effects of Problem-Based Learning on Motivation, Interest, and Learning -- Introduction and Background -- What is Known About PBL and Motivation? Results From Curriculum‐Level Studies -- PBL-Specific Characteristics That Enhance Motivation -- Problems as a Crucial Source of Motivation in PBL -- Issues with Conventional Measurements -- Application of the Micro-Analytical Measurement Approach -- The Knowledge-Deprivation Hypothesis of Situational Interest -- Empirical Evidence Supporting the Knowledge-Deprivation Hypothesis -- Long-Term Effects of Interest-Arousing Problems on Individual Interest in PBL -- Concluding Remarks and Future Research -- References |
| Title | The Wiley handbook of problem-based learning |
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