Theory to reality: a few issues in implementing problem-based learning |
| |
| Authors: | Woei Hung |
| |
| Institution: | (1) Instructional Design & Technology, Department of Teaching & Learning, University of North Dakota, Dakota Hall, Room 140, STOP 7189, Grand Forks, ND 58202-7189, USA |
| |
| Abstract: | The success of an intervention depends not only upon its theoretical soundness, but also on proper implementation that reflects
the guidelines derived from its theoretical conception. Debates surrounding the effectiveness of problem-based learning (PBL)
have focused on its theoretical conception and students’ learning outcomes, but implementation is seemingly absent from the
picture. This paper attempts to describe what research evidence is needed to fill in this missing information and provide
a clearer picture of PBL. The author examines current PBL implementation practices and identifies potentially confounding
variables that may play a role in inconsistent or conflicting research results in PBL. For example, various models of PBL
have been developed and implemented to afford the specific instructional needs of the institution or learner population. These
PBL models are in fact quite different in terms of the nature of problem solving and the degrees of self-directed learning,
which theoretically, should result in different types of learning outcomes. Without distinguishing the models used, the results
of comparative PBL research could have been confounded. Furthermore, human factors are another set of confounding variables
that could influence the students’ learning processes and consequently affect PBL implementations and research results. To
remedy these problems and reach PBL’s full potential, as well as obtain a more accurate picture of PBL as an instructional
method and its effects on students’ learning, some fundamental changes are needed. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
