Effects of Problem-Based Learning on Recognition Learning and Transfer Accounting for GPA and Goal Orientation

Autor/inn/en	Bergstrom, Cassendra M.; Pugh, Kevin J.; Phillips, Michael M.; Machlev, Moshe
Titel	Effects of Problem-Based Learning on Recognition Learning and Transfer Accounting for GPA and Goal Orientation
Quelle	In: Journal of Experimental Education, 84 (2016) 4, S.764-786 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2015.1083521
Schlagwörter	Problem Based Learning; Teaching Methods; Undergraduate Students; Grade Point Average; Recognition (Psychology); Goal Orientation; Comparative Analysis; Direct Instruction; Instructional Effectiveness; Educational Psychology; Transfer of Training; Aptitude; Surveys; Factor Analysis; Statistical Analysis; Multivariate Analysis; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Recognition; Wiedererkennen; Zielorientierung; Zielvorstellung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Erziehungspsychologie; Pädagogische Psychologie; Training; Transfer; Ausbildung; Eignung; Survey; Umfrage; Befragung; Faktorenanalyse; Statistische Analyse; Multivariate Analyse
Abstract	Conflicting research results have stirred controversy over the effectiveness of problem-based learning (PBL) compared to direct instruction at fostering content learning, particularly for novices. We addressed this by investigating effectiveness with respect to recognition learning and transfer and conducting an aptitude-treatment interaction analysis. We also examined how students' goal orientations may moderate learning in PBL and lecture/discussion environments. Participants included 197 preservice teachers in an undergraduate educational psychology course. Controlling for GPA, students in the PBL condition performed significantly better than students in the lecture/discussion condition on a transfer measure (p < 0.001, partial ?[superscript 2] = 0.271) and equally on a recognition learning measure (p = 0.530). We also found an aptitude-treatment interaction for recognition learning (p = 0.012, partial ?[superscript 2] = 0.034) but not transfer (p = 0.088). Results of goal orientation on learning outcomes were inconclusive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01