The Wiley Handbook of Problem-Based Learning.

Intro -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Preface -- Section I Understanding PBL: Historical and Theoretical Foundations -- Chapter 1 A Short Intellectual History of Problem-Based Learning -- Introduction -- The Early History of PBL: 1963-1980 -- McMaster's Pioneering Program in Medical Education -- Maastricht University Reinterprets PBL -- Historical Influences on the Development of PBL -- The Harvard University Case Method -- The Western Reserve University School of Medicine Medical Education Experiment -- The Oxbridge Tutorial System -- Intellectual Influences Behind Central Concepts of PBL -- Abraham Flexner and Renewal in Medical Education -- John Dewey and Experiential Learning -- Karl Popper and the Role of Problems in the Growth of Knowledge -- The Cognitive Revolution and Problem‐Solving Skills -- Carl Rogers and Self‐Directed Learning -- Further Developments in PBL: 1975-1990 -- McMaster's Second Curriculum: Focus on Clinical Reasoning -- Community-Orientation and the Network -- Alternative Developments: The Danish Project Model -- Conclusion -- References -- Chapter 2 Cognitive Constructivist Foundations of Problem-Based Learning -- Introduction -- The Process of PBL from a Cognitive Constructivist Point of View -- Empirical Evidence Relevant to the Two Theoretical Claims -- Research on PBL's Support Strategies -- Charting PBL in the Classroom -- Discussion -- References -- Chapter 3 Social Foundations of Problem-Based Learning -- Introduction -- Constructivism -- Instructional Implications of Sociocultural Constructivism -- Sociocultural Constructivist Learning Components in PBL -- Effects of PBL on Social Learning Outcomes -- Conclusion -- References -- Chapter 4 Comparative Pedagogical Models of Problem-Based Learning -- Introduction -- The PBL Pedagogical Model.

Distinguishing Characteristics of PBL -- Conditions That Facilitate PBL -- Role of the Tutor in PBL -- Case-Based Learning Compared With PBL -- Project-Based Learning Compared With PBL -- Inquiry-Based Learning Compared With PBL -- Learning by Design Compared With PBL -- Summary -- References -- Section II Research in PBL -- Chapter 5 Effects of PBL on Learning Outcomes, Knowledge Acquisition, and Higher-Order Thinking Skills -- Introduction -- Factors Affecting Outcomes of Learning in Problem-Based Learning -- Contemporary PBL Practices and Approaches: An Overview -- Contemporary PBL Approaches and Their Impacts on Learning Outcomes -- Summary of Research on Effectiveness of PBL -- Recommendations for Future Researchers and Instructional Designers -- References -- Chapter 6 Effects of PBL on Critical Thinking Skills -- The Effects of PBL on Critical Thinking Skills -- Research on PBL and Critical Thinking Skills -- Implications for Practice -- Ill-Structured Problems -- Problem Posing and Representation -- Aligning PBL Problem Characteristics and PBL Pedagogical Principles to Support Critical Thinking Skills -- Conclusion -- References -- Chapter 7 Effects of Problem-Based Learning on Motivation, Interest, and Learning -- Introduction and Background -- What is Known About PBL and Motivation? Results From Curriculum‐Level Studies -- PBL-Specific Characteristics That Enhance Motivation -- Problems as a Crucial Source of Motivation in PBL -- Issues with Conventional Measurements -- Application of the Micro-Analytical Measurement Approach -- The Knowledge-Deprivation Hypothesis of Situational Interest -- Empirical Evidence Supporting the Knowledge-Deprivation Hypothesis -- Long-Term Effects of Interest-Arousing Problems on Individual Interest in PBL -- Concluding Remarks and Future Research -- References.

Chapter 8 Self-Directed Learning in Problem-Based Learning: A Literature Review -- Introduction -- Self-Directed Learning -- Origin and Development of Self-Directed Learning -- Self-Directed Learning in PBL -- Cognitive, Affective, and Conative Domains -- Related Learning Theory and Instructional Theory -- PBL Goals -- Self-Directed Learning Studies Review -- Learning Outcomes -- Conclusions -- References -- Chapter 9 Group Work and Group Dynamics in PBL -- Introduction -- Factors Affecting Group Work and Group Dynamics in PBL -- Conclusion -- References -- Chapter 10 PBL in K-12 Education -- PBL in K-12 Education -- Theoretical Foundations -- Implementations Research in K-12 Contexts -- Research Methods Used in K-12 Contexts -- Conclusion and Recommendations -- References -- Section III Instructional Design of PBL -- Chapter 11 Problem Design in PBL -- Introduction -- The 2nd Generation of the 3C3R PBL Problem Design Model -- Conclusion -- References -- Chapter 12 The Problem-Based Learning Process: An Overview of Different Models -- Introduction -- Problems and Core Characteristics -- The PBL Process in Higher Education -- PBL Process Models in Other Educational Contexts -- Conditions for an Effective PBL Process -- Conclusion -- Acknowledgments -- References -- Chapter 13 Facilitating Problem-Based Learning -- Epistemology of PBL Facilitation -- Goals of Facilitation -- Characteristics of Effective Facilitators -- Peer Facilitators -- Facilitation Strategies -- Facilitator Professional Development -- Facilitating Technology-Supported PBL -- Conclusion -- References -- Chapter 14 Scaffolding in PBL Environments: Structuring and Problematizing Relevant Task Features -- Origins of Scaffolding -- Why Scaffolding in PBL? -- Scaffolding Functions in Problem‐Centered Learning -- Evolution of Scaffolding Models: From Tutor to Blended Approaches.

Scaffolding Design Considerations -- Conclusion -- References -- Chapter 15 Designing for Effective Group Process in PBL Using a Learner-Centered Teaching Approach -- PBL as an Iterative Group Process -- LCT: An Evidence‐Based Educational Paradigm -- Summary and Conclusion -- References -- Chapter 16 The Role of Self-Directed Learning in PBL: Implications for Learners and Scaffolding Design -- Introduction -- SDL and PBL -- Demands on Learners for SDL in PBL -- Scaffolding SDL in a PBL Environment -- The Role of Technology in Supporting SDL in PBL -- Conclusions and Implications -- References -- Chapter 17 Types and Design of Assessment in PBL -- Introduction -- Formative Assessment -- Summative Assessment in PBL -- Summary -- References -- Chapter 18 Technology Applications to Support Teachers' Design and Facilitation of, and Students' Sectionicipation in PBL -- Introduction -- Critical Considerations when Designing and Engaging in PBL -- Technologies to Aid PBL Teachers -- Technologies to Aid PBL Students -- Conclusion -- References -- Section IV PBL in Practice: Case Studies -- Chapter 19 Learning and Assessing Problem-Based Learning at Aalborg University: A Case Study -- Introduction -- The PBL Skills Course in the First‐Year Program -- Methodological Approach -- Phase 1: Instruction -- Phase 2: Experiential Learning -- Phase 3: Instrumental Learning -- Learning Environment -- The Future -- Conclusion: Lessons Learned -- Lessons Learned for a Single Course Level -- References -- Chapter 20 PBL in Medical Education: A Case Study at the Université de Sherbrooke -- Introduction -- The Innovation Process -- MD Program at Université de Sherbrooke from 1985 to 1995: PBL as an Innovation -- MD Program at Université de Sherbrooke from 1996 to 2005: PBL Under Review-Improvements -- Interim Period from 2006 to 2010: Satellite Campuses.

MD Program at Université de Sherbrooke from 2010 to 2016: More than PBL -- Conclusion and Future Directions for PBL in the Health Science Programs -- References -- Chapter 21 Seeing and Hearing is Believing, But Eating is Knowing: A Case Study of Implementing PBL in a Master of Educational Management Program -- Applications of PBL in Management Education -- PBL in on Online Master Degree Program in Educational Leadership and Change -- Research Method -- Results -- Conclusion -- Appendix A: Connection Activities -- Appendix B: Strategy Analysis Assignment Guidelines -- Appendix C: Rubric for Assessment of Strategy Analysis Assignment -- References -- Chapter 22 PBL Capstone Experience in Conservation Biology: A Self-Regulated Learning Approach -- An SRL Approach to PBL -- Research on Capstone Projects -- Method -- Results -- Discussion -- Implications for Designing PBL Capstone Courses -- Limitations and Future Directions -- References -- Chapter 23 Promoting Ambitious Teaching and Learning through Implementing Mathematical Modeling in a PBL Environment: A Case Study -- Introduction -- Methods -- Results -- Discussion, Implications, and Future Directions -- References -- Chapter 24 A Case Study of Project‐Based Learning of Middle School Students Exploring Water Quality -- Situating the Case -- Case Presentation -- Discussion -- Conclusion/Recommendations -- Appendix B: Performance Expectations Wate rCurriculum Builds Toward (Framework/NGSS) -- References -- Section V New Developments and Emerging Trends in PBL -- Chapter 25 3D Immersive Platforms and Problem-Based Learning Projects: A Search for Quality in Education -- Educational Revolutions -- Reinventing Education -- PBL and Active Learning Methods -- Complementary PBL Approaches -- PBL and Information and Communication Technologies-ICT -- The Virtual University of Sao Paulo-UNIVESP.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.