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Zeitschrift für Hochschuldidaktik Nr. 1/1997
Problem-based Learning: Theory, Practice and Research
Problem-based Learning - Genus or Species?
Summary
Divergences in attributing value to problem-based learning (PBL) can be observed in the literature. Much of the discrepancy may be understood by a lack of common understanding of PBL. Definitions of learning methods are neither stringently defined nor empirically based, resulting in contradictory results among medical educators in their search to understand the effectiveness of various pedagogical methods. This paper aims at providing and discussing a definition of PBL which is empirically based, specific in focus, and therefore more commonly understood as one method among several (often implicit) being currently examined.
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