How Task-Centered Learning Differs from Problem-Based Learning: Epistemological Influences, Goals, and Prescriptions

Autor/inn/en	Francom, Gregory M.; Gardner, Joel L.
Titel	How Task-Centered Learning Differs from Problem-Based Learning: Epistemological Influences, Goals, and Prescriptions
Quelle	In: Educational Technology, 53 (2013) 3, S.33-38 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1962
Schlagwörter	Task Analysis; Problem Based Learning; Comparative Analysis; Teaching Methods; Transfer of Training; Epistemology; Educational Objectives + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Erkenntnistheorie; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Many recent models of learning and instruction center learning on real-world tasks and problems to support knowledge application and transfer. Among these models are problem-based learning and task-centered learning, two different approaches to learning that are often mistaken for one another. However, there are important distinctions between these two approaches to learning with regard to epistemological influences, goals, and prescriptions. In this article the authors provide a description of task-centered learning and differentiate it from the concept of problem-based learning. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10