Problem-Based Learning: What and How Do Students Learn?   总被引：22，自引：0，他引：22  

Cindy E. Hmelo-Silver 《Educational Psychology Review》2004,16(3):235-266

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.  相似文献   

Constructivist Assessment in Career Counseling     

Pamelia E. Brott 《Journal of Career Development》2004,30(3):189-200

A constructivist approach to assessment in career counseling presents an opportunity for counselors to gain insight into clients' stories, amplify clients' self-awareness, and develop with clients a future orientation through action steps. The author presents four strategies for constructivist assessment using The Storied Approach (Brott, 2001) as the framework for the counseling process. The four constructivist assessment strategies include the life line, card sorts, life roles circles, and the goal map.  相似文献   

Students’ conceptions of knowledge,the role of the teacher and learner as important factors in a didactic school reform     

Milena Valenčič Zuljan 《Educational studies》2007,33(1):29-40

In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students’ conceptions towards a modern, cognitive‐constructivist model of education, which is an important basis for the didactic reform of the Slovene school system.  相似文献   

社会建构理论视角下以学习者为中心的大学英语教学实践研究     

李光霞 《兰州教育学院学报》2012,28(2):59-62

以学习者为中心的教学研究主要集中在理论介绍和教学模式探讨上。本研究旨在构建社会建构主义理论指导下以学习者为中心的大学英语教学模式。具体而言,学习者应参与到教学准备阶段设定教学目标、选择教材、安排教学任务的活动中;教师在教学实施阶段应创设真实多样的学习环境和学习任务;教学评估应采取终结性与形成性评价相结合、教师评估与学生评估相结合的评估机制。  相似文献   

建构主义视角下英语课堂上学生沉默现象探析     

朱艳 《辽宁高职学报》2012,14(8):42-43,110

针对当前高职英语课堂上学生沉默现象已经严重影响了学生英语交际能力提高的问题,通过调查问卷、访谈等方式,研究分析得出学生沉默的原因既有主观的也有客观的。为此,根据建构主义的主张,要结合学生自身的特点,解决他们心理问题,提高学习兴趣;丰富英语课堂组织形式,加强师生互动,注重教学环境等外因对学生内因的影响作用,以打破高职英语课堂上学生沉默现象。  相似文献   

社会建构主义理论在高职院校英语教学中的应用     

李永生 《青岛职业技术学院学报》2012,(1):47-50

社会建构主义教学理论强调外语教学过程以学生为中心,突出认知主体;教师转变角色,由"主讲"变为"主导";注重开展交互性学习,重视创设语言环境,加大英文输入;培养学生自主学习能力和注重知识重现的原则。高职院校英语教学要以社会建构主义理论为指导,改革教学方式方法,以提高学生语言应用技能。  相似文献   

Tennis Shoes Required     

Kevin Patton  Melissa Parker  Misti M. Neutzling 《Research quarterly for exercise and sport》2013,84(4):522-532

Reform efforts to improve physical education often rely on facilitators to promote positive change. Although it is becoming more common, little is currently understood about the facilitation role. Our purpose was to examine facilitators' collective knowledge and experience with ongoing physical education professional development (PD), specifically regarding conceptions of their role in the process. Participants included 12 experienced PD facilitators. Data sources included formal semistructured and informal conversational interviews and participants' curriculum vitae. Results indicated that facilitators held common beliefs about teacher learning and self-identified actions aligned with those beliefs. Adhering to constructivist views of learning, facilitators underscored the role of prior knowledge and the active and social nature of learning. Their remarkably similar views emphasized multiple aspects of teacher capacity building.  相似文献   

Collaborative learning with Web 2.0 tools: analysing Malaysian students’ perceptions and peer interaction     

Fui Theng Leow  Mai Neo 《Educational Media International》2013,50(4):308-327

Today, ICT, web resources and multimedia contents have become prevalent in Malaysian university classrooms; hence, the learning approaches need to be redesigned for enabling students to use these technologies in co-constructing new meaning. This study analyses student’s perception and their peer interaction in the constructivist–collaborative learning environment (CCLE) with multimedia contents and Web 2.0 tools, to address the research question: What is the impact of CCLE on student learning process? By using factor analysis on the questionnaire results, and applying content analysis on students’ comments in Web 2.0 tools and feedback given by 182 students at INTI International University, several components of constructivist–collaborative learning were identified. The discussion in this study focuses on “team” and its sub-components include group dynamics, students’ prior knowledge with team and group processing. The discussion provides more understanding on the impact on student learning process for enhancing the learning experiences in Malaysian university class environment.  相似文献   

The Use of Curry Teaching Simulations in Professional Training     

《学校用计算机》2013,30(3-4):135-145

Summary

This article describes how a teacher changed her method of teaching after acquiring knowledge about graphing calculators in a Professional development program. It describes one particular unit on understanding variables and graph interpretation taught in a seventh-grade science and math class. The use of graphing calculators proved to be effective in increasing student understanding of relationships between variables, graphing, and experimental design. The teacher in our project also found graphing calculators to be effective tools for teaching constructively. Our study implies that math and science teaching can be improved through the use of graphing calculators.  相似文献   

Quality Control in Online Courses     

《学校用计算机》2013,30(3-4):143-158

SUMMARY

There has recently been increased interest in the quality of online courses. Faculty from the School of Education at Marquette University suggest using social constructivist theories in the design and development of online courses and in the training and pedagogy of online instructors to ensure quality in online courses. Quality can be designed into online courses by focusing on complex tasks, using multiple perspectives, establishing a learning community, encouraging the social negotiation of meaning and providing assistance for learners at various levels. While good design can go a long way to ensure quality in online courses, the quality of the instructor is equally critical. Training instructors to establish a supportive climate, provide constructive feedback, and ask critical and probing questions leads to high quality online instruction.  相似文献