Foundations of Problem Based Learning

Erscheinungsjahr 2004
ISBN: 978-0-335-23271-0
Verlag: Open University Press

Buch, Englisch

“This book closes a gap in the PBL literature. It is a thoroughly researched, well documented and engagingly written three part harmony addressing conceptual frames, recurring themes, and broadening horizons. An essential addition to your library.”

Professor Karl A. Smith, University of Minnesota

“…a comprehensive guide for those new to PBL, and suitable for those new to teaching or for the more experienced looking for a new challenge.”

Dr Liz Beaty, Director (Learning and Teaching), HEFCE

“This book vividly articulates the key ideas of PBL and provides new PBL practitioners with key guiding posts for its implementation. It is an excellent contribution to the art of using PBL.”

Associate Professor Oon-Seng Tan, Nanyang Technological University, Singapore

· What is problem-based learning?

· How can it be used in teaching?

· How does problem-based learning affect staff and students?

· How do we assess and evaluate it?

Despite the growth in the use of problem-based learning since it was first popularised, there have been no resources to examine the foundations of the approach and offer straightforward guidance to those wishing to explore, understand, and implement it.

This book describes the theoretical foundations of problem-based learning and is a practical source for staff wanting to implement it. The book is designed as a text that not only explores the foundations of problem-based learning but also answers many of the frequently-asked questions about its use. It has also been designed to develops the reader's understanding beyond implementation, including issues such as academic development, cultural, diversity, assessment, evaluation and curricular models of problem-based learning.

Foundations of Problem-based Learning is a vital resource for lecturers in all disciplines who want to understand problem-based learning and implement it effectively in their teaching.

Autoren/Hrsg.

Savin Baden, Maggi

Howell Major, Claire

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

Acknowledgements

Prologue

Part 1 Conceptual frames

1. Delineating core concepts of problem-based learning

2. A brief history of problem-based learning

3. Problem-based learning and theories of learning

4. Curricula models

5. Cultural contexts of academe

Part 2 Recurring themes

6. What is a problem?

7. Learning teams

8. The role of students

9. The role of tutor

10. Staff support and development

11. Assessing problem-based learning

Part 3 Broadening horizons

12. Embracing culture and diversity

13. Programme evaluation

14. Sustaining problem-based learning curricula Epilogue: Future imperative?

Glossary

Bibliography

Index

Über Autor(innen)

Maggi Savin-Baden is Professor of Higher Education Research at Coventry University and began using problem-based learning in 1986. She has researched and consulted widely on problem-based learning and her most recent research explored conceptions and experiences of facilitation. Her current interests are in problem and curriculum design.

Claire Howell Major is an Associate Professor of Higher Education programme at The University of Alabama where she teaches courses in university teaching, academic cultures, and academic programs. Her research focuses on issues related to university teaching, problem-based and collaborative learning, and faculty knowledge.