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1.
Problem-Based Learning: What and How Do Students Learn? 总被引：22，自引：0，他引：22
Cindy E. Hmelo-Silver 《Educational Psychology Review》2004,16(3):235-266
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills. 相似文献
2.
Physica is an integrated software package designed as part of a course for distance learning students from non-traditional educational backgrounds. It gives students access to an extensive hyperlinked physics glossary, computer algebra and graph-plotting tools. The package aims to give students a framework for solving physics problems and to help them acquire some higher level skills of quantitative problem-solving. This paper outlines rationales underlying various protocols for solving physics problems, and discusses the extent to which frameworks may be useful in helping students develop appropriate strategies for representing problems in formal terms, selecting targets, planning solutions and checking answers. Pedagogical issues underlying the design and implementation of the software are discussed. 相似文献
3.
Intuition has been long seen as an element of effective human performance in demanding tasks (i.e. expertise). But its form, constitutive elements and development remain subject to diverse explanations. This paper discusses these elements and explores theories and empirical evidence about what constitutes intuitive expertise, and offers an account arising from a review of these explanations. Commencing with a consideration of examples of intuition from distinct fields of working life, it uses a cognitive perspective to open up the discussion for theorizing about intuition from an information processing perspective. It evaluates the widely acknowledged theory of two systems of information processing that proposes two parallel operating systems: the rational and intuitive. This theory provides foundations for understanding experts’ abilities to act intuitively in high-performance-level activities. Research on expertise, finally, opens an educational perspective on intuition, with the progression from novice to expert being understood as an enduring and long-term learning process that inherently generates intuitive capabilities. The paper concludes by returning to and making connections with the literature on workplace and professional learning to provide insights into how individual and social learning processes support the development of intuitive expertise. 相似文献
4.
Traditionally education has to contend with the problem that knowledge acquisition does not guarantee the successful application of that same knowledge. Yet, according to Whitehead, the ultimate goal of education should be to teach students to learn to apply knowledge. Furthermore, one is confronted with the problem that discipline-specific knowledge and skills are insufficient to respond adequately in a situation with discipline-transcending, new and unknown problems. Next to disciplinespecific knowledge and skills, more general knowledge and skills are needed in the area of e.g., communication, problem-solving, use of information, analysis, decision-making. General knowledge and skills, however, offer no guarantee whatsoever that somebody also has sufficient discipline-specific expertise at his disposal.These are the problems that Nijenrode University wants to solve with a new curriculum for management education. In the curriculum developed by Nijenrode, students learn to apply heuristics in the area of general skills and meta-skills (reflecting and learning-to-learn) in interaction with a varying discipline-specific learning content. In this context, discipline-specific knowledge and skills on the one hand, and general skills and meta-skills on the other hand are, in relation to each other, both the objective as well as the means. The student learns the one thing with the help of the other and vice versa, by means of a continuing process of contextualization and decontextualization. The curriculum is a response to the challenge confronting management education to prepare students for future management positions in a world which is characterized by continuous change. The response may be interesting for other types of vocational and professional education as well. 相似文献
5.
Many researchers have stressed the importance of qualitative understanding of physical phenomena, particularly in the context of exploratory learning environments. Qualitative understanding proves to be a major part of the expert's ability to solve complex problems in physics. Some researchers think that this kind of reasoning, far from being specific to experts' knowledge, also characterizes intuitive understanding and plays a part in the transition from intuitive knowledge to more expert knowledge. It is therefore important to help students develop their qualitative reasoning and extend their existing useful conceptions. This paper presents a task analysis of a computer microworld of force and motion problems that allows students to gain a qualitative understanding of some aspects of vector algebra. The aim of the task analysis being to develop a qualitative curriculum for exploratory learning, we tried to represent the knowledge to be acquired in such a way as to promote the progressive conceptual understanding of some basic aspects of Newton's laws of motion, taking into account students' intuitive knowledge about physics. The task analysis was undertaken prior to the experimental study in order to provide guidance for students in their exploration of the microworld. The experimental work allows us to validate and extend the a priori analysis. 相似文献
6.
夏沁 《南昌教育学院学报》2011,26(1)
公共英语课作为一门各专业学生的必修基础课,不仅要帮助学生打好语言基础,更要注重培养学生实际应用的语言技能,特别是用英语处理与未来职业相关业务的能力。本文提出新形势下高职公共英语教学应通过语言和专业的深度融合,以增强其实用性和职业性的观点。 相似文献
7.
Min Yang 《Teaching in Higher Education》2013,18(6):601-613
To equip graduates with the capability to meet complex demands of work and life, it is important that higher education teachers engage students in self-sustained learning – the persistent, self-initiated pursuit of expertise development in one's subject area. This requires building a positive synergy between learning and teaching, which implies various potential difficulties for teachers. Based on a critical analysis of these difficulties, it is proposed that self-sustained learning can be nurtured when teachers activate a form of dialogic reflective practice that prioritizes students’ subject expertise development. Relevant strategies are suggested and potential difficulties in implementing them are examined. These strategies are synthesized as the ISEE framework: (1) employing Inquiry-based Scaffolding Tasks to motivate students’ learning interests and scaffold their progress; (2) encouraging Engaging Classroom Dialogs to help students’ development of subject expertise and an active learner identity; and (3) using Engaged Critical Reflections to build close and trusting teacher–student relationships. 相似文献
8.
This article presents a rationale as well as a proposal for a religious literacy curriculum in U.S. public high schools. Relying on the Religious Education curriculum currently in use in the United Kingdom, the authors sketch a religious literacy curriculum designed to help students thrive in a pluralistic and democratic society. In order to help young citizens develop the skills, dispositions, and knowledge to thrive in an increasingly global, pluralistic, and democratic society, they need to become religiously literate. For students to be religiously literate they must learn to respect the religious other as well as understand the role of religions in contributing to civic life. 相似文献
9.
听力是一种主动的、推理性的理解过程,也是基础语言技能之一。然而对于许多学生来说听力也是一种最为费时的任务,因此它需要大量的训练和实践。文章把理论和实践结合起来,对学生在听力理解中的学习策略进行了调查性研究。 相似文献
10.
Kjell Staffas 《European Journal of Engineering Education》2017,42(6):860-874
Mathematics in engineering education causes many thresholds in the courses because of the demand of abstract conceptualisation. Electronics depend heavily on more or less complex mathematics. Therefore the concepts of analogue electronics are hard to learn since a great deal of students struggle with the calculations and procedures needed. A survey was done focusing on students’ struggle to pass a course in analogue electronics by introducing a top-down perspective and the revised taxonomy of Bloom. From a top-down perspective you can create learning environments from any spot in the taxonomy using a step-by-step approach of the verbs understand and apply. Three textbooks with a top-down perspective on analogue electronics are analysed on the concept of amplifying with a transistor circuit. The study claims issues when losing the top-down perspective to present concepts and procedures of the content to be learned. 相似文献
11.
创设问题情境能帮助学生进行深入细致的观察分析,从而培养学生的观察能力与直觉思维能力;更能帮助学生针对所观察的数学情境提出相关的数学问题,培养学生的提出问题能力与抽象思维能力。现通过分析一则案例,提出面对易境时,凭数学直觉发现问题、提出问题;面对困境时,凭元认知分析问题、解决问题;面对胜境时,凭反思创新解法、升华问题。从而强调在重视创设问题情境的同时,更要重视常规问题情境的发现和挖掘。 相似文献
12.
Terresa Carlgren 《Interchange》2013,44(1-2):63-81
The skills of communication, critical thinking, and problem solving are essential to thriving as a citizen in the 21st century. These skills are required in order to contribute as a member of society, operate effectively in post-secondary institutions, and be competitive in the global market. Unfortunately they are not always intuitive or simple in nature. Instead these skills require both effort and time be devoted to identifying, learning, exploring, synthesizing, and applying them to different contexts and problems. This article argues that current high school students are hindered in their learning of communication, critical thinking, and problem solving by three factors: the structure of the current western education system, the complexity of the skills themselves, and the competence of the teachers to teach these skills in conjunction with their course material. The article will further advocate that all current high school students need the opportunity to develop these skills. Finally, it will posit that a course be offered to explicitly teach students these skills within a slightly modified western model of education. 相似文献
13.
This paper investigates how the organization or structure of information and resources in shared workspaces influences team sharing and design learning. Two groupware products, BSCW and TikiWiki, were configured so that teams could structure and share resources. In BSCW the resources were structured hierarchically using folders and subfolders whereas in TikiWiki resources were structured using interlinked wiki pages (like web pages). The results showed that the groupware technology used, the collaborative task set and opportunities to reflect all influenced the way teams structured resources and that well‐structured resources facilitated team collaboration and design learning. The discussion focuses on the need to help students develop information literacy skills and on why asking students to structure resources might help develop their design expertise. 相似文献
14.
ALBERT W. MUSSCHENGA 《Journal of Philosophy of Education》2009,43(4):597-613
In this article I examine the consequences of the dominance of intuitive thinking in moral judging and deciding for the role of moral reasoning in moral education. I argue that evidence for the reliability of moral intuitions is lacking. We cannot determine when we can trust our intuitive moral judgements. Deliberate and critical reasoning is needed, but it cannot replace intuitive thinking. Following Robin Hogarth, I argue that intuitive judgements can be improved. The expertise model for moral development, proposed by Hubert and Stuart Dreyfus, not only teaches us how we acquire intuitive moral judgements, it also shows the interconnectedness of intuitive thinking and deliberate reasoning. Analysing the expertise model in more detail, I show that it cannot do justice to the importance of reasoning skills. Reasoning skills are needed because we expect people to be able to argue for their standpoints. I conclude that moral education should not only aim at improving intuitive moral judgements, but also at acquiring reasoning skills. 相似文献
15.
Kerry Woods Patrick Griffin 《Assessment in Education: Principles, Policy & Practice》2013,20(3):325-348
This article describes the development of judgement-based performance measures to support the instruction of students with additional learning needs. The focus of the research was the design of assessment materials and protocols to help teachers recognise and respond to students’ proficiency in foundational literacy skills. It drew on the expertise of special education teachers to provide all teachers with an evidence framework against which to observe their students’ learning. The assessment materials were trialled in 53 schools and used to monitor literacy learning for 547 students, who ranged in age from 3 to 18 years and represented children and young people with a wide diversity and severity of disabilities. The article reports a new approach to judgement-based performance measurement which directs teachers’ observations to meaningful shifts and transformations in foundational literacy skills for students with additional needs. 相似文献
16.
李敏 《重庆职业技术学院学报》2005,14(2):62-63
本文对电子专业的实验实践教学观念、教学方法、教学内容等方面的改革进行了探讨，重点强化实践技能的训练．以把中职生培养成实用型技术人才。 相似文献
17.
缪莉 《漯河职业技术学院学报》2013,12(3):167-168
高职学生的语言表达能力一直存在较大的缺失,不能很好地满足用人单位对于高素质人才的需求。文章基于认知理论,进行了学习策略的研究,提出将学习策略中的CALLA模式运用到高职英语课堂进行教学。发现该模式能够帮助改善学生的语言表达能力。 相似文献
18.
Interviews were conducted with 29 part-time taught postgraduate (TPg) students to determine forms of teaching and curriculum which motivated their learning. The study was conducted in an open exploratory manner to investigate the aspects of pedagogy or curriculum design which particularly motivated the TPg students which were in any way distinct from typical undergraduate teaching. As most of the TPg students were mature professionals working in a field connected to the course they had enrolled in, they were able to identify relevant knowledge, skills and abilities which ought to be included in the content or curriculum. This distinguishes them from typical undergraduate students. The TPg students appreciated in-class discussion so that they could share experiences and expertise. The interviewees preferred assessment tasks that related to their professional practice. Teaching and learning for TPg students should recognise the expertise of the students and draw upon it as a valuable learning resource. 相似文献
19.
A growing body of research has examined the experiential grounding of scientific thought and the role of experiential intuitive knowledge in science learning. Meanwhile, research in cognitive linguistics has identified many conceptual metaphors (CMs), metaphorical mappings between abstract concepts and experiential source domains, implicit in everyday and scientific language. However, the contributions of CMs to scientific understanding and reasoning are still not clear. This study explores the roles that CMs play in scientific problem-solving through a detailed analysis of two physical chemistry PhD students solving problems on entropy. We report evidence in support of three claims: a range of CMs are used in problem-solving enabling flexible, experiential construals of abstract scientific concepts; CMs are coordinated with one another and other resources supporting the alignment of qualitative and quantitative reasoning; use of CMs grounds abstract reasoning in a “narrative” discourse incorporating conceptions of paths, agents, and movement. We conclude that CMs should be added to the set of intuitive resources others have suggested contribute to expertise in science. This proposal is consistent with two assumptions: that cognition is embodied and that internal cognitive structures and processes interact with semiotic systems. The implications of the findings for learning and instruction are discussed. 相似文献
20.
Kelly E Matthews Peter Adams Merrilyn Goos 《Assessment & Evaluation in Higher Education》2017,42(4):564-579
In the biosciences, quantitative skills are an essential graduate learning outcome. Efforts to evidence student attainment at the whole of degree programme level are rare and making sense of such data is complex. We draw on assessment theories from Sadler (evaluative expertise) and Boud (sustainable assessment) to interpret final-year bioscience students’ responses to an assessment task comprised of quantitative reasoning questions across 10 mathematical and statistical topics. The question guiding the study was: do final year science students graduate knowing the quantitative skills that they have, and knowing the quantitative skills that they do not have? Confidence indicators for the 10 topics gathered students’ perceptions of their quantitative skills. Students were assigned to one of four categories: high performance-high confidence; low performance-low confidence; high performance-low confidence; or low performance-high confidence – with those in the first two categories demonstrating evaluative expertise. Results showed the majority of students effectively evaluated their quantitative skills as low performance-low confidence. We argue that the application of evaluative expertise to make sense of this graduate learning outcome can further the debate on how assuring graduate learning outcomes can enhance student learning. 相似文献