ZSfHSD 1/1997: Inhaltsverzeichnis

Problem-based Learning: Theory, Practice and Research

Florian Eitel (Munich, Germany) und Wim Gijselaers (Maastricht, Niederlande)
Vorwort

Esa Poikela and Sari Poikela (Tampere, Finnland)
Conceptions of Learning and Knowledge - Impacts on the Implementation of Problem-based Learning

Hans Florian Eitel (München, Deutschland) und Margaret Moore-West (Lebanon, USA)
Problem-based Learning - Genus or Species?

Sylvie Laliberté; und Yves Mauffette (Québec, Kanada)
Using Problem-based Learning to Cover the Basics of Plant Diversity

Jos H.C. Moust (Maastricht, Niederlande)
Problem-based Education: A New Instructional Approach- for Law Schools
The Case of the Maastricht Faculty of Law

Brigid Limerick (Brisbane, Australia) und Frank Crowther (Toowoomba, Australien)
Leader Development Through Problem-based Learning: an Exploratory Analysis

Frances Brassington (Buckinghamshire, GB) and Alan Smith (Middlesbrough, GB)
The Development and Implementation of a Cross-curricular Project in Marketing and Design

G. Bornhöft, C. Gross-Rollinger, K. Peters undM. Rützler (Witten/Herdecke, Deutschland)
Problemorientiertes Lernen (POL) im Grundstudium der Humanmedizin an der Universität Witten/Herdecke |

Umberto Giani and Pietro Martone (Neapel, Italien)
Distance Learning, PBL and Dynamic Knowledge Networks

Lawrence Cavedon, Daryl D'Souza,James Harland, Sheila Howell, undLin Padgham (Melbourne, Australien)
Combining Problem-based Learning with Technological Support

Patrick Lai and Kin Cheong Chu (Hong Kong)
Who Benefits From Problem-based Learning?

Stephanie F. Stokes, Marjorie M. Mackinnon, undTara L. Whitehill (Hong Kong)
Students' Experiences of PBL: Journal and Questionnaire Analysis

M.P.J.G. Csaessenl, E.D.U. De Graaff, und W.M.G. Jochems (Delft, Niederlande)
Using the Student Questionnaire in Implementing a PBL-programme