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E-raamat: Wiley Handbook of Problem-Based Learning [Wiley Online]

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  • Formaat: 752 pages
  • Sari: Wiley Handbooks in Education
  • Ilmumisaeg: 12-Apr-2019
  • Kirjastus: Wiley-Blackwell
  • ISBN-10: 1119173248
  • ISBN-13: 9781119173243
  • Wiley Online
  • Hind: 233,61 €*
  • * hind, mis tagab piiramatu üheaegsete kasutajate arvuga ligipääsu piiramatuks ajaks
  • Formaat: 752 pages
  • Sari: Wiley Handbooks in Education
  • Ilmumisaeg: 12-Apr-2019
  • Kirjastus: Wiley-Blackwell
  • ISBN-10: 1119173248
  • ISBN-13: 9781119173243

The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts

The Wiley Handbook of Problem-Based Learning is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL).

After many years of its successful implementation in medical education curricula, problem-based learning is now being emphasized and practiced more widely in K-12, higher education, and other professional fields. The handbook provides timely and stimulating advice and reflection on the theory, research, and practice of PBL. Throughout the book the contributors address the skills needed to implement PBL in the classroom and the need for creating learning environments that are active, collaborative, experiential, motivating and engaging. This important resource: 

  • Addresses the need for a comprehensive resource to problem-based learning research and implementation
  • Contains contributions from an international panel of experts on the topic
  • Offers a rich collection of scholarly writings that challenge readers to refresh their knowledge and rethink their assumptions
  • Takes an inclusive approach that addresses the theory, design, and practice of problem-based learning
  • Includes guidelines for instructional designers, and implementation and assessment strategies for practitioners

Written for academics, students, and practitioners in education, The Wiley Handbook of Problem-Based Learning offers a key resource to the most recent information on the research and practice of problem-based learning.

Notes on Contributors ix
Preface xxiii
Section I Understanding PBL: Historical and Theoretical Foundations 1(104)
1 A Short Intellectual History of Problem-Based Learning
3(22)
Virginie F.C. Servant-Miklos
Geoff R. Norman
Henk G. Schmidt
2 Cognitive Constructivist Foundations of Problem-Based Learning
25(26)
Henk G. Schmidt
Jerome I. Rotgans
Elaine H.J. Yew
3 Social Foundations of Problem-Based Learning
51(30)
Woei Hung
Mahnaz Moallem
Nada Dabbagh
4 Comparative Pedagogical Models of Problem-Based Learning
81(24)
John R. Savery
Section II Research in PBL 105(140)
5 Effects of PBL on Learning Outcomes, Knowledge Acquisition, and Higher-Order Thinking Skills
107(28)
Mahnaz Moallem
6 Effects of PBL on Critical Thinking Skills
135(22)
Nada Dabbagh
7 Effects of Problem-Based Learning on Motivation, Interest, and Learning
157(24)
Jerome I. Rotgans
Henk G. Schmidt
8 Self-Directed Learning in Problem-Based Learning: A Literature Review
181(18)
Heather Leary
Andrew Walker
Mason Lefler
Yu-Chun Kuo
9 Group Work and Group Dynamics in PBL
199(22)
Herco T.H. Fonteijn
Diana H.J.M. Dolmans
10 PBL in K-12 Education
221(24)
Michael M. Grant
Suha R. Tamim
Section III Instructional Design of PBL 245(188)
11 Problem Design in PBL
249(24)
Woei Hung
12 The Problem-Based Learning Process: An Overview of Different Models
273(24)
Lisette Wijnia
Sofie M.M. Loyens
Remy M.J.P. Rikers
13 Facilitating Problem-Based Learning
297(24)
Cindy E. Hmelo-Silver
Susan M. Bridges
Jessica M. McKeown
14 Scaffolding in PBL Environments: Structuring and Problematizing Relevant Task Features
321(22)
Peggy A. Ertmer
Krista D. Glazewski
15 Designing for Effective Group Process in PBL Using a Learner-Centered Teaching Approach
343(24)
Phyllis Blumberg
16 The Role of Self-Directed Learning in PBL: Implications for Learners and Scaffolding Design
367(22)
Xun Ge
Bee Leng Chua
17 Types and Design of Assessment in PBL
389(22)
Mark A. Albanese
Georgia L. Hinman
18 Technology Applications to Support Teachers' Design and Facilitation of, and Students' Participation in PBL
411(22)
Brian R. Belland
Section IV PBL in Practice: Case Studies 433(140)
19 Learning and Assessing Problem-Based Learning at Aalborg University: A Case Study
437(22)
Anette Kolmos
Pia Bogelund
Claus Monrad Spliid
20 PBL in Medical Education: A Case Study at the Universite de Sherbrooke
459(24)
Denis Bedard
21 Seeing and Hearing is Believing, But Eating is Knowing: A Case Study of Implementing PBL in a Master of Educational Management Program
483(24)
Philip Hallinger
Jiafang Lu
Parinya Showanasai
22 PBL Capstone Experience in Conservation Biology: A Self-Regulated Learning Approach
507(22)
Mary English
Anastasia Kitsantas
23 Promoting Ambitious Teaching and Learning through Implementing Mathematical Modeling in a PBL Environment: A Case Study
529(22)
Jennifer M. Suh
Padmanabhan Seshaiyer
24 A Case Study of Project-Based Learning of Middle School Students Exploring Water Quality
551(22)
Ann M. Novak
Joseph S. Krajcik
Section V New Developments and Emerging Trends in PBL 573(118)
25 3D Immersive Platforms and Problem-Based Learning Projects: A Search for Quality in Education
575(18)
Ulisses F. Araujo
26 PBL and Networked Learning: Potentials and Challenges in the Age of Mass Collaboration and Personalization
593(24)
Thomas Ryberg
27 Project-Based Learning and Computer-Based Modeling and Simulation
617(28)
Shelby P. Morge
Sridhar Narayan
Gene A. Tagliarini
28 Problem-Based Learning in Digital Spaces
645(22)
Maggi Savin-Baden
Roy Bhakta
29 An Exploration of Problem-Based Learning in a MOOC
667(24)
Danielle M.L. Verstegen
Herco T.H. Fonteijn
Diana H.J.M. Dolmans
Catherine C.E. de Rijdt
Willem S. de Grave
Jeroen J.G. van Merrienboer
Index 691
MAHNAZ MOALLEM is Professor and Chair of Department of Educational Technology and Literacy, College of Education, Towson University, USA.

WOEI HUNG is Professor and Graduate Director of Instructional Design and Technology, University of North Dakota, USA.

NADA DABBAGH is Professor and Director of Learning Technologies, College of Education and Human Development, George Mason University, USA.