Barrows' Integration of Cognitive and Clinical Psychology in PBL Tutor Guidelines

Autor/in	McCaughan, Kareen
Titel	Barrows' Integration of Cognitive and Clinical Psychology in PBL Tutor Guidelines
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 7 (2013) 1, S.11-23 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
DOI	10.7771/1541-5015.1318
Schlagwörter	Educational Theories; Problem Based Learning; Teaching Methods; Educational Psychology; Educational Philosophy; Constructivism (Learning); Cognitive Psychology; Counselor Client Relationship; Psychologists; Therapy; Learning Processes; Tutors; Clinical Psychology + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Erziehungspsychologie; Pädagogische Psychologie; Bildungsphilosophie; Erziehungsphilosophie; Kognitive Psychologie; Psychologist; Psychologe; Psychologin; Therapie; Learning process; Lernprozess; Förderlehrer; Lehrender; Tutor; Klinische Psychologie
Abstract	Scholars have noted PBL is consistent with John Dewey's educational theories and with constructivist philosophies. This paper explores the similarities between the assumptions within Howard Barrows' principles for the PBL tutor's actions with Dewey's theories that address teacher behaviors and with Carl Rogers's conceptual frameworks that support the therapeutic behaviors of the client-centered therapist. In doing so it recognizes Barrows' integration of the educational and cognitive psychology concepts of two psychologists who have influenced the psychology of education and provides an additional conceptual and theoretical anchor for PBL tutor facilitation skills. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01