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|a The Wiley handbook of problem-based learning /
|c edited by Mahnaz Moallem, Woei Hung, Nada Dabbagh.
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| 264 |
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|a Hoboken, NJ :
|b John Wiley & Sons, Inc.,
|c 2019.
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| 264 |
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4 |
|c ©2019
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| 300 |
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|a 1 online resource
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| 336 |
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|a text
|b txt
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|a online resource
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|a Wiley handbooks in education
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| 504 |
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|a Includes bibliographical references and index.
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|a Intro; Title Page; Copyright Page; Contents; Notes on Contributors; Preface; Section I Understanding PBL: Historical and Theoretical Foundations; Chapter 1 A Short Intellectual History of Problem-Based Learning; Introduction; The Early History of PBL: 1963-1980; McMaster's Pioneering Program in Medical Education; Maastricht University Reinterprets PBL; Historical Influences on the Development of PBL; The Harvard University Case Method; The Western Reserve University School of Medicine Medical Education Experiment; The Oxbridge Tutorial System
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|a Intellectual Influences Behind Central Concepts of PBLAbraham Flexner and Renewal in Medical Education; John Dewey and Experiential Learning; Karl Popper and the Role of Problems in the Growth of Knowledge; The Cognitive Revolution and Problem-Solving Skills; Carl Rogers and Self-Directed Learning; Further Developments in PBL: 1975-1990; McMaster's Second Curriculum: Focus on Clinical Reasoning; Community-Orientation and the Network; Alternative Developments: The Danish Project Model; Conclusion; References; Chapter 2 Cognitive Constructivist Foundations of Problem-Based Learning
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|a IntroductionThe Process of PBL from a Cognitive Constructivist Point of View; Empirical Evidence Relevant to the Two Theoretical Claims; Research on PBL's Support Strategies; Charting PBL in the Classroom; Discussion; References; Chapter 3 Social Foundations of Problem-Based Learning; Introduction; Constructivism; Instructional Implications of Sociocultural Constructivism; Sociocultural Constructivist Learning Components in PBL; Effects of PBL on Social Learning Outcomes; Conclusion; References; Chapter 4 Comparative Pedagogical Models of Problem-Based Learning; Introduction
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| 505 |
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|a The PBL Pedagogical ModelDistinguishing Characteristics of PBL; Conditions That Facilitate PBL; Role of the Tutor in PBL; Case-Based Learning Compared With PBL; Project-Based Learning Compared With PBL; Inquiry-Based Learning Compared With PBL; Learning by Design Compared With PBL; Summary; References; Section II Research in PBL; Chapter 5 Effects of PBL on Learning Outcomes, Knowledge Acquisition, and Higher-Order Thinking Skills; Introduction; Factors Affecting Outcomes of Learning in Problem-Based Learning; Contemporary PBL Practices and Approaches: An Overview
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|a Contemporary PBL Approaches and Their Impacts on Learning OutcomesSummary of Research on Effectiveness of PBL; Recommendations for Future Researchers and Instructional Designers; References; Chapter 6 Effects of PBL on Critical Thinking Skills; The Effects of PBL on Critical Thinking Skills; Research on PBL and Critical Thinking Skills; Implications for Practice; Ill-Structured Problems; Problem Posing and Representation; Aligning PBL Problem Characteristics and PBL Pedagogical Principles to Support Critical Thinking Skills; Conclusion; References
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| 588 |
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|a Online resource; title from digital title page (viewed on April 24, 2019).
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|a ProQuest Ebook Central
|b Ebook Central Academic Complete
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| 650 |
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|a Problem-based learning.
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| 650 |
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|a Apprentissage par problèmes.
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|a Problem-based learning
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| 700 |
1 |
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|a Moallem, Mahnaz,
|e editor.
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| 700 |
1 |
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|a Hung, Woei,
|e editor.
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| 700 |
1 |
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|a Dabbagh, Nada,
|e editor.
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| 758 |
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|i has work:
|a The Wiley Handbook of problem-based learning (Text)
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|i Print version:
|t Wiley handbook of problem-based learning.
|d Hoboken, NJ : John Wiley & Sons, 2019
|z 9781119173212
|w (DLC) 2018036495
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