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   

Using video-based anchored instruction to enhance learning: Taiwan's experience     

Hsin-Yih Cindy Shyu 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(1):57-69

The purpose of this study is to investigate the effects of computer-assisted videodisc-based anchored instruction on attitudes toward mathematics and instruction as well as problem-solving skills among Taiwanese elementary students. Results from a t-test indicate a significant main effect on student attitudes toward mathematics. Results from a two-way Repeated Measures ANOVA show that students' problem-solving skills improve significantly with anchored instruction. Results also indicate that all the students benefit from the effects of anchored instruction on their problem-solving performance regardless of their mathematics and science abilities. The findings suggest that video-based anchored instruction provide a more motivating environment that enhanced students' problem-solving skills. This study is significant because it establishes an example of video-based anchored instruction for Taiwanese students and also provides empirical evidence of its effects on affective and cognitive responses among fifth graders in learning mathematics. This study is helpful to educators who want to help students learn to think and learn throughout technology.  相似文献   

言语行为主体意向和言语行为过程刍议     

刘惠萍 《伊犁师范学院学报》2007,(2):107-108

在日常交际中,人们总是试图传递一定的信息,而信息的理解过程是通过言语行为程式推断出来的。只有当说者的表达意向和交际意向被听者理解和认同后,这个言语交际过程才算是一个成功的交际行为过程。  相似文献   

The Rise and Fall of Academic Law Library Collection Standards     

Cindy Hirsch 《Legal Reference Services Quarterly》2013,32(1):65-103

This article provides a history of the American Bar Association (ABA) Accreditation Standards for law library collection development from a simple standard, “adequate for the use of the students,” to a more detailed list of requirements, and back again to simpler mandates. ABA standards are currently under review, and the author argues it is time to end the collection requirements in the ABA standards.  相似文献   

Evaluation and referral for child maltreatment in pediatric poisoning victims     

Wood JN  Pecker LH  Russo ME  Henretig F  Christian CW 《Child abuse & neglect》2012,36(4):362-369

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Childhood sexual abuse moderates the association between sexual functioning and sexual distress in women     

Stephenson KR  Hughan CP  Meston CM 《Child abuse & neglect》2012,36(2):180-189

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The effect of an instructional intervention on middle school english learners' science and english reading achievement     

Rafael Lara‐Alecio  Fuhui Tong  Beverly J. Irby  Cindy Guerrero  Maggie Huerta  Yinan Fan 《科学教学研究杂志》2012,49(8):987-1011

This study examined the effect of a quasi‐experimental project on fifth grade English learners' achievement in state‐mandated standards‐based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of on‐going professional development and specific instructional science lessons with inquiry‐based learning, direct and explicit vocabulary instruction, integration of reading and writing, and enrichment components including integration of technology, take‐home science activities, and university scientists mentoring. Results suggested a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in district‐wide curriculum‐based tests of science and reading and standardized tests of oral reading fluency. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 987–1011, 2012  相似文献   

The Gendering of Physical Education in Hong Kong: East,West or Global?     

Patricia Vertinsky  Alison McManus  Cindy HP Sit  Yuk Kwong Liu 《国际体育史杂志》2013,30(5):816-839

How gender operates is a key factor in the ways in which physical education is organized, taught and experienced by students and teachers. This essay highlights the gendered contours of the history of physical education development in Hong Kong, its Chinese heritage and its colonial foundations – the persistent influence of British approaches to physical education teacher education and the promotion of sport. The paper is a collaborative work between Chinese-born and Western scholars. It examines the relative influences of Chinese attitudes towards gender roles and the active, sporting body and the continued impact of Western approaches to physical education and sport in a post-colonial society.  相似文献   

Academic Journal Publishing     

Peter Binfield  Zachary Rolnik  Cindy Brown  Kerry Cole 《期刊图书馆员》2013,64(1-2):141-153

This paper summarizes the presentations made at the “Academic Journal Publishing” session of the 2007 NASIG conference. The session was conducted by four publishers from a variety of academic publishing companies who made presentations (specifically tailored to a librarian audience) which provided a broad stroke overview of their industry and how they go about the process of publishing and distributing academic journals in the 21st century. Through each of their presentations they spoke to the questions of “what they do, how they do it, and why they do it.” Topics covered included the launch and acquisition of journals, the peer review process, the tools and services supplied to authors and editors, the production processes employed, special legal and copyright issues, marketing and distribution strategies, and usage.  相似文献   

Using a Multidimensional Differential Item Functioning Framework to Determine if Reading Ability Affects Student Performance in Mathematics     

Cindy M. Walker  Bo Zhang  John Surber 《教育实用测度》2013,26(2):162-181

Many teachers and curriculum specialists claim that the reading demand of many mathematics items is so great that students do not perform well on mathematics tests, even though they have a good understanding of mathematics. The purpose of this research was to test this claim empirically. This analysis was accomplished by considering examinees that differed in reading ability within the context of a multidimensional DIF framework. Results indicated that student performance on some mathematics items was influenced by their level of reading ability so that examinees with lower proficiency classifications in reading were less likely to obtain correct answers to these items. This finding suggests that incorrect proficiency classifications may have occurred for some examinees. However, it is argued that rather than eliminating these mathematics items from the test, which would seem to decrease the construct validity of the test, attempts should be made to control the confounding effect of reading that is measured by some of the mathematics items.  相似文献