The Wiley handbook of problem-based learning / edited by Mahnaz Moallem, Woei Hung, Nada Dabbagh.

Format:

Book

Contributor:

Moallem, Mahnaz, editor.

Hung, Woei, editor.

Dabbagh, Nada, editor.

Series:

Wiley handbooks in education.

THEi Wiley ebooks.

Wiley Handbooks in Education

THEi Wiley ebooks

Language:

English

Subjects (All):

Problem-based learning.

Physical Description:

1 online resource (751 pages).

Edition:

1st ed.

Place of Publication:

Hoboken, NJ : Wiley Blackwell, 2019.

System Details:

Access using campus network via VPN at home (THEi Users Only).

Summary:

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.

Contents:

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

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

Chapter 3 Social Foundations of Problem-Based Learning

Constructivism

Instructional Implications of Sociocultural Constructivism

Sociocultural Constructivist Learning Components in PBL

Effects of PBL on Social Learning Outcomes

Chapter 4 Comparative Pedagogical Models of Problem-Based Learning

The PBL Pedagogical Model.

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

Section II Research in PBL

Chapter 5 Effects of PBL on Learning Outcomes, Knowledge Acquisition, and Higher-Order Thinking Skills

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

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

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.

Chapter 8 Self-Directed Learning in Problem-Based Learning: A Literature Review

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

Chapter 9 Group Work and Group Dynamics in PBL

Factors Affecting Group Work and Group Dynamics in PBL

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

Section III Instructional Design of PBL

Chapter 11 Problem Design in PBL

The 2nd Generation of the 3C3R PBL Problem Design Model

Chapter 12 The Problem-Based Learning Process: An Overview of Different Models

Problems and Core Characteristics

The PBL Process in Higher Education

PBL Process Models in Other Educational Contexts

Conditions for an Effective PBL Process

Acknowledgments

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

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

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

Chapter 16 The Role of Self-Directed Learning in PBL: Implications for Learners and Scaffolding Design

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

Chapter 17 Types and Design of Assessment in PBL

Formative Assessment

Summative Assessment in PBL

Chapter 18 Technology Applications to Support Teachers' Design and Facilitation of, and Students' Sectionicipation in PBL

Critical Considerations when Designing and Engaging in PBL

Technologies to Aid PBL Teachers

Technologies to Aid PBL Students

Section IV PBL in Practice: Case Studies

Chapter 19 Learning and Assessing Problem-Based Learning at Aalborg University: A Case Study

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

Chapter 20 PBL in Medical Education: A Case Study at the Université de Sherbrooke

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

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

Appendix A: Connection Activities

Appendix B: Strategy Analysis Assignment Guidelines

Appendix C: Rubric for Assessment of Strategy Analysis Assignment

Chapter 22 PBL Capstone Experience in Conservation Biology: A Self-Regulated Learning Approach

An SRL Approach to PBL

Research on Capstone Projects

Method

Implications for Designing PBL Capstone Courses

Limitations and Future Directions

Chapter 23 Promoting Ambitious Teaching and Learning through Implementing Mathematical Modeling in a PBL Environment: A Case Study

Methods

Discussion, Implications, and Future Directions

Chapter 24 A Case Study of Project‐Based Learning of Middle School Students Exploring Water Quality

Situating the Case

Case Presentation

Conclusion/Recommendations

Appendix B: Performance Expectations Wate rCurriculum Builds Toward (Framework/NGSS)

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.

A 3D Platform for an Immersive Learning Experience.

Notes:

Description based on print version record.

ISBN:

1-119-17322-1

1-119-17324-8

OCLC:

1083763043