Problem 4 - PBL

Question 1

Constructivism

Answer 1

• learners try to actively organise it and give what they learned meaning.
• construction of knowledge.

Question 2

Individual constructivism

Answer 2

Learners combine different spatial relations they have learned into a general mental representation of how the environment is arranged.

Question 3

Social constructivism

Answer 3

Collaboration between individuals to understand the world and create new knowledge

Question 4

Criticism of constructivism

Answer 4

• vague explanations of the cognitive processes that underlie learning
• teachers do not have much influence on students
• too passive

Question 5

Why and how did PBL develop?

Answer 5

• help learn medical information
• 1960s = how to apply knowledge.
• introduced real-life problems

Question 6

What happens in PBL

Answer 6

• complex, ill-structured problem
• relies on previous knowledge
• collaborative learning
• tutors guide, monitor, evaluate, contribute and stimulate the discussion

Question 7

Why was PBL designed?

Answer 7

• shows relevance by providing realistic context
• develop interpersonal skills
• control over learning = motivating factor

Question 8

Developing self-directed learning skills (SDL)

Answer 8

• refers to the preparedness of a student to engage in learning activities defined by themselves rather than a teacher.

Question 9

Process of PBL

Answer 9

1. Prediscussion
2. Formulation of learning goals
3. Individual self-directed learning
4. Sharing and critically evaluating the literature

Question 10

3 types of PBL

Answer 10

1. Stressing construction of a flexible knowledge base.
2. Emphasizing the development of inquiry skills.
3. Sees PBL as a tool for learning how to learn.

Question 11

Key elements of PBL: 3 levels

Answer 11

1. Curriculum level: identical for all students in a specific course
2. Group level: may play a role depending on the group.
3. Individual level: student’s SDL activities

Question 12

Curriculum level

Answer 12

• identical for all
• 5 rules: must build prior knowledge, start discussions, stimulate sdl, encourage integration and transfer, relevant for later professions.
• small groups
• chair and scribe

Question 13

Group level

Answer 13

• specific working group but not necessarily all groups
• tutor stimulate important questions, gradually becomes passive.
• 3 elements: cognitive congruence (student language), social congruence (involvement in student’s lives), expertise (knowledgeable).
• self-generated learning goals

Question 14

Individual/student level

Answer 14

• SDL
• associated with sense of control
• degree of self-management, self-control and desire to learn determines SDL
• high performance scores

Question 15

PBL and its siblings (Barrows): project-based learning

Answer 15

• authentic problems + ill-structured tasks
• cooperation between students, teachers and supervisor
• focused on student input
• student centered.

Question 16

PBL and its siblings (Barrows): case-based learning

Answer 16

• collaborative learning
• problem based
• students need to prepare before class

Question 17

PBL and its siblings (Barrows): inquiry-based learning

Answer 17

• student centered
• open questions or situations with different possible answers
• teacher has role of expert
• no literature

Question 18

Research on perceptions and experiences in PBL

Answer 18

• enthusiasm (students/tutors)
• perception of more effort
• satisfied with higher responsibility
• better communication skills/critical thinking
• disadvantage: uncertainty created in certain people

Question 19

Research into the effects of PBL on knowledge and competence

Answer 19

• more information remembered
• better performance on tests: application of knowledge
• long-term
• better communication and critical thinking skills

Question 20

Why minimal guidance in instruction does not help (kirschner 2006)

Answer 20

• guided guidance = better
• positive effects of guidance reduces when someone has prior knowledge
  Principles:
• students challenged to solve authentic problems and construct knowledge
• knowledge best gained through experience.

Question 21

Characteristics/advantages of PBL

Answer 21

• know what to do and how to do it
• intrinsic motivation + high sense of responsibility + better communication skills

Question 22

Disadvantages of PBL

Answer 22

1. Minimal guidance
2. Heavy on WM
3. Incomplete learning: exploration and discovery
4. Variability in learning outcomes: collaboration vs self-directed learning.
5. Time constraints
6. Assessment challenges: not enough depth of understanding

Question 23

3 types of knowledge among experts

Answer 23

1. Content: amount + organization
2. Pedagogical: knowledge beyond subject
3. Curricular: tools to explain and clarify material

Question 24

PBL and Cognitive load theory

Answer 24

• heavy on WM
• novice students have little prior knowledge making it hard to integrate with new schemes.
• worked example effect: better performance when you have to learn the steps.
• process worksheets are good too.
• PBL can be less effective as it can lead to misconceptions or incorrectly organized knowledge.

Question 25

PBL is compatible with human cognitive architecture

Answer 25

• PBL allows for flexible adaptation or guidance and the underlying principles are consistent with the organization of our cognitive structures.

Question 26

Elements of good PBL education

Answer 26

• small groups: cognitive burden shared
• training skills to work in groups (minimize extraneous CL)
• learning task (reduce intrinsic CL)
• prior knowledge is activated (reduce intrinsic burden)
• facilitation of process (reduce intrinsic burden), intervene when needed (reduce extraneous load)