Thematische Bibliographien / Problem-based learning

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Auswahl der wissenschaftlichen Literatur zum Thema „Problem-based learning“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 28. Juli 2024

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Zeitschriftenartikel zum Thema "Problem-based learning"

Balykbaeva, G. T., A. S. Tapalova, G. M. Abyzbekova, Sh O. Espenbetova und K. Sh Arynova. „INORGANIC CHEMISTRY PROBLEM-BASED LEARNING“. Bulletin of the Korkyt Ata Kyzylorda University 58, Nr. 3 (2021): 63–73. http://dx.doi.org/10.52081/bkaku.2021.v58.i3.072.

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The resolution of problem situations under the teacher’s guidance makes students compare, generalize, analyze phenomena, and not only memorize them mechanically. The processes of advancing and resolving problem situations are an unbroken chain, since when a problem is advanced, its solution begins simultaneously, which leads to the formulation of new problems. That is, a contradictory and continuous process of new scientific concepts active cognition is carried out. We see from the experience that using the methods of problem-based learning in the lessons that they promote development of cognitive activity, creative students’ independence, the formation of their worldview, intellectual development, and as a result, the improvement of the knowledge’s quality. Today, it is necessary when learning future specialists, in addition to the implementation of existing educational state standards in this specialty, to focus on the development of their creative qualities, creative thinking, which, ultimately, will promote to the formation of highly professional competent personnel.

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YOSHIOKA, Toshimasa. „Problem-based learning (PBL) tutorial“. Igaku Toshokan 51, Nr. 2 (2004): 110–12. http://dx.doi.org/10.7142/igakutoshokan.51.110.

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Ventura, Michele Della. „Problem-Based Learning and e-Learning in Sound Recording“. International Journal of Information and Education Technology 4, Nr. 5 (2014): 426–29. http://dx.doi.org/10.7763/ijiet.2014.v4.443.

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Ikawati, Janti. „Subject Specific Pedagogy Design based on Problem based Learning to Stimulate Problem Solving Ability“. Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (25.07.2020): 1875–82. http://dx.doi.org/10.5373/jardcs/v12sp7/20202300.

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Panggabean, Yosephin Elisabeth, Mulyono Mulyono und Humuntal Banjarnahor. „Differences in Improving Student's Problem Solving Mathematics Ability Using Problem Based Learning and Discovery Learning“. PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, Nr. 1 (29.06.2023): 32–39. http://dx.doi.org/10.24114/paradikma.v16i1.42689.

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This study was carried out with the aim of determining whether the improvement in mathematical problem solving ability of students taught by the PBL learning model was higher than students that taught using the DL learning model. In this study, the population was all class XI science students at Markus High School Medan. The type of research used is quasi experimental research. The research samples were selected using purposive sampling techniques (selection of samples based on certain characteristics). Furthermore, randomization was carried out on the two classes selected to be designated as experimental class I and experimental class II. Class XI IPA 1 was selected as a PBL experiment class with 30 students and class XI IPA 2 was selected as a DL experimental class with 30 students. This study used the Anakova test. Based on the results of the study, it can be said that: Students who are taught using the PBL models are higher than students who are taught using the DL model with F_count > F_table shows that in student’s mathematical problem solving ability there are differences, is 5.936 > 4.01.

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Zotou, Maria, Efthimios Tambouris und Konstantinos Tarabanis. „Data-driven problem based learning: enhancing problem based learning with learning analytics“. Educational Technology Research and Development 68, Nr. 6 (21.09.2020): 3393–424. http://dx.doi.org/10.1007/s11423-020-09828-8.

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Esema, David, Evi Susari und Daniel Kurniawan. „PROBLEM-BASED LEARNING“. Satya Widya 28, Nr. 2 (05.12.2012): 167. http://dx.doi.org/10.24246/j.sw.2012.v28.i2.p167-174.

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<p>Problem-Based Learning (PBL), adalah model pembelajaran yang awalnya dikembangkan di dunia pendidikan medis, namun kini telah digunakan secara luas di berbagai jenjang dan bidang pendidikan. Basis teortits dari PBL adalah kolaborativisme dan konstruktivisme. Kemitraan, keterbukaan dan kejujuran, rasa hormat, dan kepercayaan menjadi nilai-nilai yang mendasari dan sekaligus menjadi prasyarat bagi keberhasilan PBL Sintaks PBL meliputi: pengenalan dan pemahaman konsep dasar, eksplorasi fakta dan informasi relevan secara mandiri, bertukar pemahaman dalam kelompok/kelas, kesimpulan dan evaluasi. Beberapa riset mengenai PBL baik di luar maupun di dalam negeri yang dipaparkan dan dibandingkan dalam tulisan ini menunjukkan data tentang efektifitas PBL dalam kegiatan pembelajaran.</p>

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Aspy, David N., und Cheryl B. Aspy. „Problem Based Learning“. Journal of Invitational Theory and Practice 2, Nr. 2 (11.02.2022): 69–77. http://dx.doi.org/10.26522/jitp.v2i2.3759.

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A lady walked into her husband's hospital room and saw him lying amidst an incredible array of tubes attached to an equally complicated conglomeration of bottles. Doctors and nurses were whirling around the room doing tasks smoothly but hurriedly as if there was no time to lose. She stood silently as her stomach lurched with indescribable fear that she had to restrain in order not to upset her spouse. She was an emotional cauldron.

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Wood, Edward J. „Problem-based learning.“ Acta Biochimica Polonica 51, Nr. 2 (30.06.2004): XXI—XXVI. http://dx.doi.org/10.18388/abp.2004_3571.

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Problem-based learning has been used in medical school in a number of different countries around the world for over 50 years, with both undergraduate and graduate students. Instead of the traditional lectures, laboratory practical classes and tutorial system of education, students in small groups are presented with a problem that they must try to solve. They are assisted by a 'facilitator' who helps them formulate the problem and generally advises them but does not supply information. The students have to decide what information they need to solve the problem, find it and communicate it to the others in the group. At this stage a solution may be apparent, but several more group discussions to reformulate the problem followed by re-iterations of the information seeking process may be needed before a solution can be found. The theory is that because information is sought and presented in a relevant context, it is valued and is more likely to be remembered. At the end of the session student reflect on how they performed. Problem-based learning has been criticised from a number of points of view, especially that it does not present a coherent curriculum, the curriculum is not necessarily 'covered', and that in many medical schools the implementation has been less than optimal.

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Sari, Dwi Rosita. „PROBLEM BASED LEARNING“. Lingual: Journal of Language and Culture 9, Nr. 1 (31.05.2020): 39. http://dx.doi.org/10.24843/ljlc.2020.v09.i01.p07.

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The aims of research are (1) The implementation of Problem Based Learning strategy to teach speaking descriptive text (2) To find the problems of Problem Based Learning strategy to teach speaking descriptive text (3) To know the solutions of the Problem Based Learning strategy to teach speaking descriptive text. The type of this research is descriptive qualitative research and researcher uses case study in answering the problem of the research. This research takes the seventh grade students of SMPN 1 Bendo, Kabupaten Magetan in term 2018/2019. The results of research show that the implementation Problem Based Learning strategy to teach speaking descriptive text are (1) by explaining the materials while the students do the task in pair and (2) by giving steps in teaching learning process (pre-activities,whislt-activities and post-activities). The problem of Implementation of PBL strategy are (1) some students are difficult to translate from Indonesian into English and (2) some students need more time to do the task. Meanwhile, solution of the implementation of PBL strategy to teach speaking are (1) The teacher gives more time to the students doing the task; (2) Students cooperate each other with friends; (3) The students use the real thing.

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Dissertationen zum Thema "Problem-based learning"

Bryant, Pauline. „Communication in problem based learning“. Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/67757/.

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In Norwich Medical School, Problem Based Learning (PBL) is one of many ways in which undergraduates are supported to learn. PBL is an instructional design model that was first introduced into medical schools in Canada in the 1960s and subsequently spread worldwide. Thousands of medical students now learn in PBL groups. The method has attracted considerable enthusiasm but also controversy. Arguments as to whether PBL is better than traditional teaching were played out in the medical literature but specific guidance for it was lacking. The aim of my research was to consider the learning environment of the PBL tutorial group and identify ways in which to maximise the learning potential. Using Conversation Analysis (CA) I explored communication in PBL groups and identified specific communicative elements that were used by tutors to facilitate elaborative dialogue to take place between learners. I also identified contextual factors that inhibited effective communication from taking place. The findings from my study can be used by PBL tutors to improve elaborative dialogue between learners. Others wishing to examine their own practices can replicate the research methods. The methods can be applied to other disciplines and organisations. I hope this will serve as a starting point to encourage institutions and individual tutors to explore ways to enhance communication in PBL tutorial groups and enrich the learning experiences for students.

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Pedaste, Margus. „Problem solving in web-based learning environment /“. Online version, 2006. http://dspace.utlib.ee/dspace/bitstream/10062/1213/5/pedastemargus.pdf.

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David, Iuliana. „Road Traffic Safety Problem Based Learning Module“. Thesis, Linköping University, Department of Science and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14691.

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Road traffic safety has increasingly become in need of educated road safety professionals, as the number of accidents in the World Health Organization member countries exceeds one million. The profession itself is transitioning from experience based decision making to empirical, theoretical and mathematical based solutions. However, road traffic safety is a multidiscipline, crossing over many fields and requiring a high degree of communication between different institutions. There are very few institutions that provide programs in the field; furthermore, they employ traditional lecture-based teaching methods. The traditional teaching environment does not fulfill the educational needs of future traffic safety professionals due to its rigidity and lack of problem solving exercises.

An alternative method, namely problem based learning, is recommended as an alternative teaching method in this paper. The thesis is constructed in such a way as to develop a complete road traffic safety educational module at graduate and post graduate level.

The theoretical basis on which a road traffic safety module is later built is presented in the first part of the thesis. Major concepts in road traffic safety, as well as problem based learning methods are investigated. In addition, a literature review SWOT analysis based on literature is conducted.The module development consists of establishing the road traffic safety learning goals for each segment in the module, appropriate assessment criteria and group work format. The module contains gradual difficulty level problems, starting from the easiest topic and easiest format (closed ended problem) and ending with the hardest topic and hardest format (open ended problem).

The last section employs the SWOT analysis findings in the theoretical section to develop a SWOT analysis of the road traffic safety module presented in the thesis.

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Iseri, Gokmen Selcen. „Effects Of Problem Based Learning On Students“. Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609414/index.pdf.

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The purpose of the study was to investigate the relative effect of problem based learning with a non local perspective (PBL1), problem based learning with a local perspective (PBL2) and traditionally designed environmental education (TRD) lectures on elementary school (7th grade) students&rsquo
environmental attitude
specifically by the 3 dimensions as
general environmental awareness, general attitude toward solutions, and awareness of individual responsibility. The sample consisted of 95 7th grade students from a public elementary school in Nigde. Three classes instructed by the same science teacher are randomly assigned as control group and experimental groups. All the groups were taught the topic &ldquo
Why do ecosystems change?&rdquo
for four weeks. On the other hand, the control group was taught through TRD, one of the experimental groups was taught through PBL with a non local perspective, and the other experimental group was taught through PBL with a local perspective. Students in TRD group received an instruction based on teacher explanations and textbooks. On the other hand, the experimental groups dealt with ill- structured real life problems working in small groups. The problem of PBL1 group was selected as &ldquo
the declining environmental conditions of Manyas Lake&rdquo
and the problem of PBL2 group was selected as &ldquo
the declining v environmental conditions of Akkaya Dam in Nigde&rdquo
to create a non local / local difference between the experimental groups. Environmental Attitude Questionnaire (EAQ) was administered to all groups as pre-test to determine the prior environmental attitude. The worksheets, on the other hand, used by experimental groups in their group work were examined to reveal the quality of the process. After the treatment, EAQ was administered to all groups as a post-test to compare the effectiveness of PBL1, PBL2 and TRD on students&rsquo
environmental attitude. Analysis of covariance (ANCOVA) was performed to investigate the effect of traditionally designed EE, Problem Based designed EE, and Problem Based with a local perspective designed EE on students&rsquo
general environmental awareness, awareness of individual responsibility and general attitude toward solutions when students&rsquo
prior general environmental awareness, prior awareness of individual responsibility and prior general attitude toward solutions are controlled. The results of the study revealed that, students in PBL2 group had significantly more positive environmental attitudes in general environmental awareness and general attitude toward solutions dimensions than TRD group and in all three dimensions of the questionnaire than PBL1 group. Moreover, TRD group had significantly more positive attitude than PBL1 group in students&rsquo
awareness of individual responsibility determined after the treatment.

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An, Yun-Jo. „Collaborative problem-based learning in online environments“. [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219913.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006.
"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Charles Reigeluth.

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Leary, Heather M. „Self-Directed Learning in Problem-Based Learning Versus Traditional Lecture-Based Learning: A Meta-Analysis“. DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1173.

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Problem-based learning is a student-centered, inquiry-based approach that builds problem-solving skills. Reviews of problem-based learning, as compared to traditional lecture-based learning, report modest positive gains in cognitive outcomes. Many metaanalyses have been conducted to analyze the effectiveness of problem-based learning, but none have examined self-directed learning in the context of problem-based learning. The purpose of this study was to conduct a meta-analysis across all disciplines examining the extent to which problem-based learning engenders self-directed learning compared to a lecture-based approach. This study used a random effects model meta-analysis using 75 outcomes from 38 studies. Results indicated a statistically significant, z(74) = 7.11, p = 0.01, overall medium effect size (g = 0.45) favoring problem-based learning. A test of heterogeneity indicated genuine variance across outcomes (Q = 559.57, df = 74, p < 0.01). Subgroup analyses indicate positive effect sizes for the four components of self-directed learning with two being statistically significant: personal autonomy, g = 0.51, z(47) = 6.4, p = 0.01, and independent pursuit of learning, g = 0.66, z(2) = 3.49, p = 0.01. Two emergent subgroups were also examined. From the 23 subgroup components, 12 reported statistically significant effect size estimates above 0. Findings and conclusions provided the first synthesis of conative and affective outcomes in problem-based learning by specifically analyzing self-directed learning. From this synthesis, practitioners learn that problem-based learning promotes conative and affective skills in self-directed learning.

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Werth, Eric Paul. „Problem-Based Learning in Police Academies adult learning principles utilized by police trainers /“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Alharbi, Najwa. „The Effectiveness of Hybrid Problem-Based Learning versus Manual-Based Learning in the Microbiology Laboratory“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984143/.

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Promising results from the use of problem-based learning (PBL) as a teaching method in medical programs have encouraged many institutions to incorporate PBL into their curricula. This study investigates how applying hybrid-PBL (H-PBL) in a microbiology laboratory impacts students' higher-order thinking as compared to applying a lecture-based pedagogy. The experimental design compared the learning outcomes of two groups of students: the control group and the H-PBL group, for whom PBL cases comprised 30% of the curriculum. Both groups were taught basic skills for the microbiology lab by the same instructor. Using the traditional teaching style for the control group, the instructor offered each student what they needed for their experiments. The H-PBL group practiced experimental design, data analysis, theory proposal, and created research questions by using six study cases that were closely linked to the area of study. The outcome was measured using a pre- and post- assessment consisting of 24 questions that was designed by following Bloom's taxonomy of learning levels. A one-way ANOVA was used to analyze the data. The results showed that for the first three levels of Bloom's taxonomy— knowledge, comprehension, and application—there were no statistically significant differences between the H-PBL and control group gain scores as determined by a one-way ANOVA. For the knowledge level, f (1, 78) = .232, and p = .632; for the comprehension level, f (1, 78) = .004, and p = .951; and for the application level f (1, 78) =. 028, and p =.863. On the other hand, the gain scores for the three higher levels—analysis, evaluation, and creativity—improved for the H-PBL group. The analysis level showed statistically significant differences, with f (1, 78) = 4.012, and p = .049. Also, there were statistically significant differences in students' performance at the evaluation level, with f (1, 78) = 11.495, and p = .001, and the creativity level, with f (1,78 ) = 23.432, and p = .000. In conclusion, the study results supported the value of incorporating hybrid problem-based learning (H-PBL) into the traditional microbiology laboratory curriculum.

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Agbeh, Anthony. „PROBLEM-BASED LEARNING IN A HOSPITALITY AND TOURISM“. OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1057.

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The purpose of this study was threefold: 1) to examine the effect of the Problem-Based Learning (PBL) instructional approach on Hospitality students' content knowledge (see chapter 1); 2) to examine the effect of the PBL instructional approach on Hospitality students' critical thinking and problem-solving skills (see chapter 1); 3) to examine the effect of the Problem-Based Learning instructional approach on students' attitudes and perceptions of problem solving in Hospitality settings, in order to increase the relevance of their learning and program of study. Students in a Hospitality management course in a large mid-west university participated in this study. This study used a mixed methods approach to collect and analyze data. There were six data sources used in the study: Pre- and Post-Content Knowledge Test, pre- and post- California Critical Thinking Skills Test (CCTST) applicable to 4-year-college students, pre- and post- Measure of Epistemological Reflection Survey (a validated tool used by permission from Dr. Baxter Magolda), PBL Rubric, students' reflection journals, and instructor's observation notes. Data were analyzed quantitatively by using SPSS Version 14 to compare the pre- and post-Content Knowledge Tests and pre- and post- California Critical Thinking Skills Test (CCTST). A Wilcoxon signed ranked test, a non-parametric test, an equivalent of dependent test were used to determine a significant difference between the pre- and post-test results. Qualitative data were analyzed using the pre- and post-Measure of Epistemological Reflection (MER) survey, student reflective journal entries, and instructor's observation. The results showed that there was a significant difference between the content knowledge mean of the pre- and post-content knowledge test after teaching the students using PBL. The result also shows that there was no significant difference in the pre- and post-test of the California Critical Thinking Skill Test (CCTST) after teaching the students using PBL. The result also showed the students' problem solving skills improved after solving the four closed loop case problems. Students' perception and attitude of PBL were positive, although the students indicated some negatives, such as increase in work load, time wasted, uncertainty of their answers, and being confused at the beginning of the learning process, as this approach was new to them. Nevertheless, the findings indicated that PBL helps students to build a capacity for self-directed learning, foster team work, improve their communications skills, manage their learning time table, be active learners, find relevant and valuable information, and apply problem-solving skills. The students' attitudes and perceptions were positive and encouraging, despite encountering some issues during the intervention. These findings have theoretical, practical, and research implications.

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Burckhardt, Gustavo. „RPG (Roleplaying games) E PBL (Problem based learning)“. Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87046.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.
Made available in DSpace on 2012-10-21T13:51:35Z (GMT). No. of bitstreams: 1 224324.pdf: 2029980 bytes, checksum: 55cae55ad061a076412428d3f2b7e1e3 (MD5)
O ensino a distância cada vez mais está se firmando como um meio de ensino, sobretudo na sua modalidade de e-learning. Embora exista uma crescente capacidade dos computadores e da web na disseminação e acesso à informação, a metodologia de ensino-aprendizagem adotada ainda remete à similaridade com o processo formal e a relação professor-aluno de um ambiente presencial. Este fato limita a capacidade de aquisição e troca de conhecimento de comunidades virtuais. No caso de ensino isto torna-se um fator decisivo no sucesso da elaboração de uma estratégia via e-learning. O objetivo deste trabalho é especificar um modelo computacional de ensino-aprendizagem que redefine a relação aluno-professor em níveis compatíveis com a eficácia computacional das mídias e meios de comunicação. Para atingir tal objetivo, o modelo citado baseou-se nas premissas advindas das teorias de PBL e RPG. A prática do RPG é utilizada para desenvolver ambientes lúdicos que promovam a motivação, socialização e cooperação no modelo. O PBL fornece um marco teórico para centrar a aprendizagem, no ambiente lúdico, no indivíduo e no problema a ser resolvido. Aos efeitos de exemplificar o modelo proposto, são apresentados no trabalho três RPGs focados, respectivamente, na prevenção no uso de drogas, no treinamento de auditores ambientais, e na estratégia de ensino de diversos temas através de uma viagem no tempo. Distance Education each time more it is firming itself as a way of education, over all in its modality of e-learning. Although it exists an increasing capacity of the computers and web in the dissemination and access to the information, the methodology of teach-learning adopted still sends to the similarity with the formal process and the relation professor-pupil of an presencial environment. This fact limits the capacity of acquisition and exchange of knowledge of virtual communities. In the education case this becomes a decisive factor in the success of the elaboration of a strategy via e-learning. The objective of this work is to specify a computational model of teach-learning that redefines the relation pupil-professor in compatible levels with the computational effectiveness of the medias and communication medias. To reach such objective, the cited model was based on the premises of the theories of PBL and RPG. The practical one of the RPG is used to develop surrounding playful that promotes the motivation, socialization and cooperation in the model. The PBL supplies a theoretical landmark to center the learning, in the playful environment, the individual and the to be decided problem. To the effect of to exemplify the considered model, they are presented in the work three RPGs focused, respectively, in the prevention in the use of drugs, the training of ambient auditors, and in the strategy of education of diverse subjects through a trip in the time.

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Bücher zum Thema "Problem-based learning"

Glen, Sally, und Kay Wilkie, Hrsg. Problem-based Learning in Nursing. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-333-98240-2.

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1946-, Rankin Jocelyn Anne, und Medical Library Association, Hrsg. Handbook on problem-based learning. New York: Forbes Custom Pub., 1999.

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S, Relvas Monica, Shanley Thomas P. 1963- und Society of Critical Care Medicine., Hrsg. Pediatric problem-based learning discussions. Mount Prospect, Ill: Society of Critical Care Medicine, 2007.

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Bohland, Mark A. Problem based learning: Mystery disease. San Luis Obispo, CA: Dandy Lion Publications, 2003.

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J, David T., Hrsg. Problem-based learning in medicine. London: Royal Society of Medicine Press, 1999.

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Bridges, Edwin M. Problem-based learning for administrators. Eugene, OR: ERIC, 1992.

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E, Szalados James, Rehm Christina G und Society of Critical Care Medicine., Hrsg. Adult problem-based learning discussions. Mount Prospect, IL: Society of Critical Care Medicine, 2007.

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Walton, Henry. Essentials of problem-based learning. Dundee: Association for the Study of Medical Education, 1989.

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1946-, Rankin Jocelyn Anne, und Medical Library Association, Hrsg. Handbook on problem-based learning. New York: Forbes Custom Pub., 1999.

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Szalados, James E. Adult problem-based learning discussions. Herausgegeben von Society of Critical Care Medicine. Mount Prospect, IL: Society of Critical Care Medicine, 2009.

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Buchteile zum Thema "Problem-based learning"

Stanley, Todd. „Problem-Based Learning“. In Authentic Learning, 69–77. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233152-8.

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Albanese, Mark A., und Laura C. Dast. „Problem-Based Learning“. In An Introduction to Medical Teaching, 57–68. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9066-6_5.

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Albanese, Mark A. „Problem-Based Learning“. In An Introduction to Medical Teaching, 41–53. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3641-4_4.

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Jonassen, David H., und Woei Hung. „Problem-Based Learning“. In Encyclopedia of the Sciences of Learning, 2687–90. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_210.

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Albanese, Mark A., und Laura C. Dast. „Problem-based learning“. In Understanding Medical Education, 61–79. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch5.

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McComas, William F. „Problem Based Learning“. In The Language of Science Education, 76. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_66.

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Albanese, Mark A. „Problem-Based Learning“. In Understanding Medical Education, 37–52. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.ch3.

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Papageorgiou, Alexia, Peter McCrorie, Stelios Georgiades und Maria Perdikogianni. „Problem-Based Learning“. In Psychology for Psychologists, 19–33. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137387653_2.

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Rothman, Arthur, und Gordon Page. „Problem-Based Learning“. In International Handbook of Research in Medical Education, 613–41. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_23.

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Loyens, Sofie M. M., Paul A. Kirschner und Fred Paas. „Problem-based learning.“ In APA educational psychology handbook, Vol 3: Application to learning and teaching., 403–25. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-016.

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Konferenzberichte zum Thema "Problem-based learning"

Valenzuela-Valdes, Juan Fco, und Marina Aragon-Romero. „Patented! problem based learning“. In 2012 International Conference on Education and e-Learning Innovations (ICEELI 2012). IEEE, 2012. http://dx.doi.org/10.1109/iceeli.2012.6360611.

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Chernobilsky, Ellina, Anandi Nagarajan und Cindy E. Hmelo-Silver. „Problem-based learning online“. In th 2005 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149301.

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Pellegrini, Tony. „PROBLEM-BASED LEARNING: LEARNING BY DOING“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0328.

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Bakhtegareyeva, Ch. „PROBLEM SOLVING TRAINING BASED ON PROBLEM LEARNING TECHNOLOGY.“ In Modern problems of physics education. Baskir State University, 2021. http://dx.doi.org/10.33184/mppe-2021-11-10.108.

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Purwanto, Edi, und Indah Pratiwi. „Students' Approaches to Learning (SAL) in a Curriculum Problem-Based Learning and Non-Problem-Based Learning“. In Health Science International Conference (HSIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsic-17.2017.64.

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Ong, Sing Ling, Jill Ling und Wui Lee Chang. „SCAFFOLDING COMPUTATIONAL THINKING THROUGH PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING: USING PROBLEM TO POWER LEARNING“. In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0677.

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Triyanto, Triyanto, Suharno Suharno, Syarifatun Khodijah und Tita Wulandari. „Learning Motivation Strategy Through Problem-Based Learning“. In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007110410361040.

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Pan, Zilong, Chenglu Li und Min Liu. „Learning Analytics Dashboard for Problem-based Learning“. In L@S '20: Seventh (2020) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3386527.3406751.

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Gonzalez, Leonardo. „The Problem-Based Learning Model“. In 2019 Eighth International Conference of Educational Innovation through Technology (EITT). IEEE, 2019. http://dx.doi.org/10.1109/eitt.2019.00042.

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O'Kelly, Jackie, und J. Paul Gibson. „RoboCode & problem-based learning“. In the 11th annual SIGCSE conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1140124.1140182.

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Berichte der Organisationen zum Thema "Problem-based learning"

Forsythe, Frank. Problem-Based Learning. The Economics Network, Oktober 2010. http://dx.doi.org/10.53593/n1164a.

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Tomasik, Rachel, und Bethany Smith. Problem-Based Learning Using HARP Instruction. Ames (Iowa): Iowa State University. Library. Digital Press, Januar 2011. http://dx.doi.org/10.31274/ahac.8132.

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Witham, Heather, und Andrew Mearman. Problem-Based Learning and Ecological Economics. Bristol, UK: The Economics Network, September 2008. http://dx.doi.org/10.53593/n595a.

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Volpe, Guglielmo. Problem Based Learning tasks in Economic Growth. Bristol, UK: The Economics Network, Oktober 2007. http://dx.doi.org/10.53593/n634a.

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Pierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, Februar 2001. http://dx.doi.org/10.53593/n614a.

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Forsythe, Frank P. Using Problem Based Learning (PBL) to Teach Economics. Bristol, UK: The Economics Network, Oktober 2001. http://dx.doi.org/10.53593/n204a.

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McCausland, David. Promoting Problem-Solving Based Independent Learning in Macroeconomics. Bristol, UK: The Economics Network, April 2001. http://dx.doi.org/10.53593/n589a.

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Min, Seoha, und Jennifer Yurchisin. Problem Based Learning: Jeanswear Design for Rare Disease Day. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-84.

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Cianciolo, Anna T., Jeff Grover, William R. Bickley und David Manning. Problem-Based Learning: Instructor Characteristics, Competencies, and Professional Development. Fort Belvoir, VA: Defense Technical Information Center, Januar 2011. http://dx.doi.org/10.21236/ada535416.

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Popovi, Zoran. Engage: A Game Based Learning and Problem Solving Framework. Fort Belvoir, VA: Defense Technical Information Center, Mai 2012. http://dx.doi.org/10.21236/ada562150.

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