The Challenge of Problem-based LearningDavid Boud, Grahame Feletti Psychology Press, 1998 - 344 หน้า Problem-based learning is a way of constructing and teaching courses using problems as the stimulus and focus for student activity. This edition looks at the topic in the light of changes since the first edition (1991). There are new chapters on the impact of PBL, and inquiry and action learning. |
เนื้อหา
What is Problembased Learning? | 15 |
Towards a framework for problembased curricula | 28 |
Why is problembased learning a challenge? | 36 |
Getting Started | 45 |
Good planning is not enough | 53 |
Conversion to problembased learning in 15 months | 64 |
Initiating problembased learning at Harvard | 73 |
Organizational and institutional impediments to | 81 |
Issues in implemention in an otherwise conventional | 169 |
A problembased module in mechanical | 185 |
Problembased learning in optometry | 203 |
Problembased learning in an integrated nursing | 218 |
Industrial enhancement through problembased | 233 |
Student Assessment and Programme Evaluation | 253 |
Strategies for student assessment | 269 |
Learning from the assessment of problem solving | 283 |
ฉบับอื่นๆ - ดูทั้งหมด
คำและวลีที่พบบ่อย
activities Alverno College appropriate areas assessment Barrows based learning basic science Boud cation challenge chapter client clinical concepts context contextual learning course curricula dents discipline discovery discussion educa effective evaluation examination example experience facilitate faculty development faculty members Feletti framework goals graduates Greg Ryan Griffith University Harvard Medical School higher education ical identify implementation important innovation institutional integration involved issues knowledge learners lectures lem-based lems levels Loacker Maastricht McMaster McMaster University MCQs Medical Education ment methods non-traditional nursing objectives outcomes patient PBL students presented prob problem problem-based approach problem-based curriculum problem-based learning problem-based tutorial problem-solving programme propositional knowledge questions relevant responsibility riculum Robert Gordon University role self-directed learning sessions situation small group social solving specific staff strategies structure student learning teachers theory tion tional traditional tutor understanding University Vleuten week