Buch, Englisch, 382 Seiten, Format (B × H): 162 mm x 229 mm, Gewicht: 612 g
A Research Perspective on Learning Interactions
Buch, Englisch, 382 Seiten, Format (B × H): 162 mm x 229 mm, Gewicht: 612 g
ISBN: 978-0-8058-2645-6
Verlag: Taylor & Francis
This volume collects recent studies conducted within the area of medical education that investigate two of the critical components of problem-based curricula--the group meeting and self-directed learning--and demonstrates that understanding these complex phenomena is critical to the operation of this innovative curriculum. It is the editors' contention that it is these components of problem-based learning that connect the initiating "problem" with the process of effective "learning." Revealing how this occurs is the task taken on by researchers contributing to this volume. The studies include use of self-reports, interviews, observations, verbal protocols, and micro-analysis to find ways into the psychological processes and sociological contexts that constitute the world of problem-based learning.
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Contents: H. Barrows, Foreword. Preface. C.E. Hmelo, D.H. Evensen, Introduction. Part I:The Group Meeting. H.G. Schmidt, J.H.C. Moust, Factors Affecting Small-Group Tutorial Learning: A Review of Research. T. Koschmann, P. Glenn, M. Conlee, When Is a Problem-Based Tutorial Not a Tutorial? Analyzing the Tutor's Role in the Emergence of a Learning Issue. J.E. Duek, Whose Group Is It, Anyway? Equity of Student Discourse in Problem-Based Learning (PBL). J. Faidley, D.H. Evensen, J. Salisbury-Glennon, J. Glenn, C.E. Hmelo, How Are We Doing? Methods of Assessing Group Processing in a Problem-Based Learning Context. T. Koschmann, D.H. Evensen, Five Readings of a Single Text: Transcript of a Videoanalysis Session. A.C. Meyers Kelson, L.H. Distlehorst, Groups in Problem-Based Learning (PBL): Essential Elements in Theory and Practice. C. Bereiter, M. Scardamalia, Commentary on Part I: Process and Product in Problem-Based Learning (PBL) Research. Part II:Self-Directed Learning. P. Blumberg, Evaluating the Evidence That Problem-Based Learners Are Self-Directed Learners: A Review of the Literature. C.E. Hmelo, X. Lin, Becoming Self-Directed Learners: Strategy Development in Problem-Based Learning. D.H.J.M. Dolmans, H.G. Schmidt, What Directs Sef-Directed Learning in a Problem-Based Curriculum? D.H. Evensen, Observing Self-Directed Leraners in a Problem-Based Learning Context: Two Case Studies. B. Zimmerman, R.B. Lebeau, A Commentary on Self-Directed Learning. A.C. Myers Kelson, Epilogue: Assessment of Students for Proactive Life-Long Learning.
