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Purdue University Press
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summary
Like most good educational interventions, problem-based learning (PBL) did not grow out of theory, but out of a practical problem. Medical students were bored, dropping out, and unable to apply what they had learned in lectures to their practical experiences a couple of years later. Neurologist Howard S. Barrows reversed the sequence, presenting students with patient problems to solve in small groups and requiring them to seek relevant knowledge in an effort to solve those problems. Out of his work, PBL was born. The application of PBL approaches has now spread far beyond medical education. Today, PBL is used at levels from elementary school to adult education, in disciplines ranging across the humanities and sciences, and in both academic and corporate settings. This book aims to take stock of developments in the field and to bridge the gap between practice and the theoretical tradition, originated by Barrows, that underlies PBL techniques. The book is divided into four sections, each containing contributions by leaders in the field. Chapters in the first section focus on the structure of PBL and the critical elements of the approach. Articulating the underlying problems to be addressed, the role of facilitators, and the process to be followed in achieving a successful PBL intervention are all discussed. The second section explores how PBL has been adapted to function in areas outside medicine, from climate science to teacher education, while the third section explores how the methodology has been combined with other approaches to teaching and learning, such as learning by design and project-based learning. The fourth section assesses the impact of PBL techniques on improving both research and teaching. An epilogue speculates about the future of PBL, synthesizing contributions from the previous chapters and suggesting key themes for further exploration.

Table of Contents

  1. Cover
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  1. Title Page, Copyright Page
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  1. Contents
  2. pp. iii-iv
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  1. Foreword
  2. Sofie M. M. Loyens
  3. pp. v-viii
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  1. Acknowledgments
  2. p. ix
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  1. Section I: The Process and Structure of Problem-Based Learning
  2. pp. 1-4
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  1. Overview of Problem-Based Learning: Definitions and Distinctions
  2. John R. Savery
  3. pp. 5-16
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  1. All Problems Are Not Equal: Implications for Problem-Based Learning
  2. David H. Jonassen, Woei Hung
  3. pp. 17-42
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  1. The Learning Space in Problem-Based Learning
  2. Cindy E. Hmelo-Silver
  3. pp. 43-56
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  1. Theoretical Anchors for Barrows’ PBL Tutor Guidelines
  2. Kareen McCaughan
  3. pp. 57-68
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  1. Problem-Based Learning: Goals for Learning and Strategies for Facilitating
  2. Cindy E. Hmelo-Silver, Howard S. Barrows
  3. pp. 69-84
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  1. Section II: New Contexts for Problem-Based Learning
  2. pp. 85-88
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  1. Essentials for PBL Implementation: Fostering Collaboration, Transforming Roles, and Scaffolding Learning
  2. Peggy A. Ertmer, Krista D. Glazewski
  3. pp. 89-106
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  1. Blended Learning and PBL: An Interactional Ethnographic Approach to Understanding Knowledge Construction in Situ
  2. Susan Bridges, Judith Green, Michael Botelho, Peter CS Tsang
  3. pp. 107-130
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  1. Examination of Content Acquisition Using Problem-Based Learning in Career and Technical Education Courses at the Middle School Level
  2. Kimberly Hodges
  3. pp. 131-146
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  1. The GlobalEd 2 Simulations: Promoting Positive Academic Dispositions in Middle School Students in a Web-Based PBL Environment
  2. Scott W. Brown, Kimberley A. Lawless, Mark A. Boyer
  3. pp. 147-160
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  1. Section III: Combining Problem-Based Learning With Other Interventions
  2. pp. 161-164
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  1. Building Theory-Practice Nexus in Pre-Service Physics Teacher Education Through Problem-Based Learning
  2. Jennifer Yeo
  3. pp. 165-178
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  1. Problem-Based Learning as the Instructional Approach to Field Learning in the Secondary School Setting
  2. Loretta M. W. Ho, Lung S. Chan
  3. pp. 179-206
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  1. Distributing Scaffolding Across Multiple Levels: Individuals, Small Groups, and a Class of Students
  2. Sadhana Puntambekar
  3. pp. 207-222
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  1. Preparation for Future Learning: Exploring the Efficacy of Problem-Based Learning and Cross-Curricular Experiences
  2. Karen Swan, Phil Vahey, Ken Rafanan, Tina Stanford, Louise Yarnall, Mark van ‘t Hooft, Annette Kratcoski, Dale Cook
  3. pp. 223-238
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  1. Problem-Based Learning as a Means of Revealing Unseen Academic Potential
  2. Shelagh A. Gallagher, James J. Gallagher
  3. pp. 239-260
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  1. Drugs, Devices, and Desires: A Historical Exploration of Medical Technology
  2. Patangi K. Rangachari
  3. pp. 261-274
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  1. Section IV: Summarizing and Assessing the Impact of Problem-Based Learning
  2. pp. 275-280
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  1. A Scientometric, Large-Scale Data, and Visualization-Based Analysis of the PBL Literature
  2. Hanjun Xian, Krishna Madhavan
  3. pp. 281-302
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  1. A Meta-Analysis of Problem-Based Learning: Examination of Education Levels, Disciplines, Assessment Levels, Problem Types, Implementation Types, and Reasoning Strategies
  2. Andrew Walker, Heather Leary, Mason Lefler
  3. pp. 303-330
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  1. Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-Based Learning Meta-Analysis
  2. Heather Leary, Andrew Walker, Brett E. Shelton, M. Harrison Fitt
  3. pp. 331-354
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  1. PBL Effectiveness, Tensions, and Practitioner Implications
  2. Johannes Strobel, Angela van Barneveld
  3. pp. 355-372
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  1. Epilogue
  2. Andrew Walker, Heather Leary, Peggy A. Ertmer, Cindy E. Hmelo-Silver
  3. pp. 373-376
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  1. Index
  2. pp. 377-388
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Additional Information

ISBN
9781612493671
Related ISBN
9781557536822
MARC Record
OCLC
912320823
Pages
320
Launched on MUSE
2015-10-24
Language
English
Open Access
No
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