What Students Learn in Problem-Based Learning: A Process Analysis

Autor/inn/en	Yew, Elaine H. J.; Schmidt, Henk G.
Titel	What Students Learn in Problem-Based Learning: A Process Analysis
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 40 (2012) 2, S.371-395 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-011-9181-6
Schlagwörter	Verbal Communication; Structural Equation Models; Problem Based Learning; Teaching Methods; Outcomes of Education; Sample Size; Independent Study; Cooperative Learning + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Selbststudium; Kooperatives Lernen
Abstract	This study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer resources studied by nine students for an entire PBL cycle were recorded. The relevant concepts articulated and studied individually while working on the problem-at-hand were identified as units of analysis and counted to demonstrate the growth in concepts acquired over the PBL cycle. We identified two distinct phases in the process--an initial concept articulation, and a later concept repetition phase. To overcome the sample-size limitations of the first study, we analyzed the verbal interactions of, and resources studied, by another 35 students in an entire PBL cycle using structural equation modeling. Results show that students' verbal contributions during the problem analysis phase strongly influenced their verbal contributions during self-directed learning and reporting phases. Verbal contributions and individual study influenced similarly the contributions during the reporting phase. Increased verbalizations of concepts during the reporting phase also led to higher achievement. We found that collaborative learning is significant in the PBL process, and may be more important than individual study in determining students' achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10