Literaturnachweis - Detailanzeige
Autor/inn/en | Schmidt, Henk G.; Loyens, Sofie M. M.; Van Gog, Tamara; Paas, Fred |
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Titel | Problem-Based Learning Is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006) |
Quelle | In: Educational Psychologist, 42 (2007) 2, S.91-97 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0046-1520 |
DOI | 10.1080/00461520701263350 |
Schlagwörter | Stellungnahme; Teaching Methods; Cognitive Structures; Problem Based Learning; Educational Principles; Learning Processes |
Abstract | Kirschner, Sweller, and Clark (2006) suggest that unguided or minimally guided instructional approaches are less effective and efficient for novices than guided instructional approaches because they ignore the structures that constitute human cognitive architecture. While we concur with the authors on this point, we do not agree to their equation of problem-based learning with minimally guided instruction. In this commentary, we argue that problem-based learning is an instructional approach that allows for flexible adaptation of guidance, and that, contrary to Kirschner et al.'s conclusions, its underlying principles are very well compatible with the manner in which our cognitive structures are organized. (Author). |
Anmerkungen | Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |