.png){kind=icon}
返回
FOUNDATIONS OF PROBLEM-BASED LEARNING - SOME EXPLANATORY NOTES
.png){kind=icon}
OA
AI
DOI：10.1111/j.1365-2923.1993.tb00296.x.png)
.png){kind=icon}
.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
The present article elaborates on cognitive effects of problem-based learning put forward by Schmidt, De Volder, De Grave, Moust & Patel (1989) and Norman & Schmidt (1992). Its purpose is to discuss, in some detail, the theoretical premises of this approach to learning and instruction. It is argued that problem-based learning, above all, promotes the activation of prior knowledge and its elaboration. Evidence is reviewed demonstrating that these processes actually occur in small-group tutorials and that the processing of new information is indeed facilitated by discussion of a relevant problem. These effects must be attributed to a reorganization taking place in the knowledge structures of students as a result of problem-oriented study. In addition, a cognitive process called epistemic curiosity (or intrinsic interest) is enabled. Some directions for further research are outlined. The contribution starts, however, with a discussion of the philosophical and pedagogical roots of problem-based learning.
Keyword:
EDUCATION, MEDICAL, UNDERGRADUATE
TEACHING, METHODS
PROBLEM SOLVING
LEARNING
COGNITION
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
期刊
IF:
5.2
论文数:
8.3K
被引数:
1.3W
机构
暂无机构信息
引用论文
分享收藏A system-optimization perspective for supply chain network integration: The horizontal merger case
PREAI
分享收藏Occurrence of the mutagenic compound ‘MX’ in drinking water and its removal by activated carbon
PREAI
分享收藏THE EFFECT OF COMPULSORY PARTICIPATION OF MEDICAL-STUDENTS IN PROBLEM-BASED LEARNING医学生强制参与以问题为基础的学习的效果.png)
MEDICAL EDUCATION
MEDICAL EDUCATIONIF5.2
PREAI
分享收藏
查看更多内容