Ask Not Only "What Can Problem-Based Learning Do for Psychology?" but "What Can Psychology Do for Problem-Based Learning?" A Review of the Relevance of Problem-Based Learning for Psychology Teaching and Research

Autor/inn/en	Wiggins, Sally; Chiriac, Eva Hammar; Abbad, Gunvor Larsson; Pauli, Regina; Worrell, Marcia
Titel	Ask Not Only "What Can Problem-Based Learning Do for Psychology?" but "What Can Psychology Do for Problem-Based Learning?" A Review of the Relevance of Problem-Based Learning for Psychology Teaching and Research
Quelle	In: Psychology Learning and Teaching, 15 (2016) 2, S.136-154 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725716643270
Schlagwörter	Problem Based Learning; Psychology; Literature Reviews; Teaching Methods; Higher Education; Curriculum; Educational Benefits; Independent Study; Group Dynamics + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curricula; Lehrplan; Rahmenplan; Bildungsertrag; Selbststudium; Gruppendynamik
Abstract	Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however, received very limited attention. The aim of this paper is therefore to review published accounts of how PBL is being used to deliver psychology curricula in higher education and to highlight psychological research that offers practical strategies for PBL theory and practice. The paper is divided into three sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within psychology curricula, alongside a consideration of its advantages and disadvantages. In the second section, we outline the results of a systematic literature review of published examples of PBL used within psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of the ways in which psychological research can provide practical guidance for PBL teaching practice. We conclude this paper with some recommendations for future research across all these areas, and call for the further development of PBL curricula in psychology higher education course provision. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01