Is learning in problem-based learning cumulative?
TL;DR: It is concluded that the learning in each PBL phase is cumulative, and strongly influenced by the earlier phase, thus providing support for the PBL cycle of problem analysis, self-directed learning, and a subsequent reporting phase.
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Abstract: Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the end of each PBL phase were used to estimate the extent of students' learning. The data were then analyzed using structural equation modeling. Results show that our hypothesized model fits the data well. Alternative hypotheses according to which achievement is predicted either by collaborative learning alone or by self-directed learning alone did not fit the data. We conclude that the learning in each PBL phase is cumulative, and strongly influenced by the earlier phase, thus providing support for the PBL cycle of problem analysis, self-directed learning, and a subsequent reporting phase. We also demonstrate an efficient method to capture and quantify students' learning during the PBL process.
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Citations
The process of problem‐based learning: What works and why.
TL;DR: In this article, the authors portrayed the process of problem-based learning (PBL) as a cognitive endeavour whereby the learner constructs mental models relevant to problems, and two hypotheses are proposed to explain how learning is driven in PBL; an activation-elaboration hypothesis and a situational interest hypothesis.
819
Problem-Based Learning: An Overview of its Process and Impact on Learning
Elaine H. J. Yew,Karen Goh +1 more
TL;DR: In this article, the authors provide an overview of the process of problem-based learning and the studies examining the effectiveness of PBL, concluding that the studies comparing the relative effectiveness of different phases are generally consistent in demonstrating its superior efficacy for longer-term knowledge retention and in the application of knowledge.
731
Goals and Strategies of a Problem Based Learning Facilitator
Kari Clase,Peg A Ertmer +1 more
- 16 Feb 2012
418
Situational interest and learning: Thirst for knowledge
TL;DR: The authors investigated how situational interest is related to knowledge acquisition and found that only students who lacked the appropriate knowledge showed an increase in situational interest after the problem was presented, while those who showed awareness that they lacked knowledge to understand a problem (i.e., causes of erosion of an island) showed increased situational interest in that problem.
258
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