Problem-based (group) teaching: a cognitive science approach to using available knowledge

Willems, Jonas

doi:10.1007/bf00124562

Cited by 10 publications

(3 citation statements)

References 9 publications

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“…To meet the requirement that problem‐based learning should lead to the activation of relevant prior knowledge, attention must be paid to the characteristics of the problems being used. Written problems will activate relevant prior knowledge only if they have the following features (Willems, 1981):…”

Section: Discussionmentioning

confidence: 99%

“…These students were acquainted with the concepts of modern mechanics, but were unable to use them in understanding real‐world phenomena. Willems and his co‐workers (Willems, 1978; 1981) established essentially the same phenomenon in investigations among students of law, social geography, planning science and sociology. When writing a report on some topic or solving problems, these students seem to be unable to use the knowledge they had acquired.…”

Section: Introductionmentioning

confidence: 88%

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Problem-based learning: rationale and description

Schmidt¹

1983

Medical Education

931

531

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Summary Problem‐based learning is an instructional method that is said to provide students with knowledge suitable for problem solving. In order to test this assertion the process of problem‐based learning is described and measured against three principles of learning: activation of prior knowledge, elaboration and encoding specificity. Some empirical evidence regarding the approach is presented.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 88%

Problem-based learning: rationale and description

Schmidt¹

1983

Medical Education

931

531

View full text Add to dashboard Cite

show abstract

“…ADA VEZ ES más frecuente completar la docencia tradicional con nuevas metodologías de enseñanza, centradas en el alumno, que le permitan a éste desarrollar competencias prácticas. Hace tiempo que se ha observado que los estudiantes a menudo no son capaces de aplicar el conocimiento que han adquirido a la tarea de solucionar problemas (Mayer y Greeno, 1972;Willems, 1981). En efecto, suele haber una brecha entre la formación académica tradicional y las necesidades de las empresas, principalmente en lo que se refiere a la formación en competencias prácticas (Hernández-March et al, 2009).…”

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Aprendiendo de forma interdisciplinar: El "Juego de Simulación del Presupuesto Comunitario"

Filibi

Alonso

2012

revSOCIAL

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The European Union is a very complex political, legal and economic ensemble. Each discipline usually focuses on some aspects at the same time that avoids others. For this reason, it is quite difficult that students acquire a general vision of the whole. It is equally true that some transversal and practical skills like teamwork, negotiation, leadership or taking decisions, are very difficult to be trained by traditional teaching means. It is precisely these skills which are more demanded by companies and institutions. This paper argues that simulation games seem to be well suited to fulfill both objectives and shows results of the application of one simulation game focused on the bargaining process of the EU to pass its budget. This interdisciplinary game has been played by American and European students of business and it has shown to be a useful tool for these students to understand better the functioning of the EU as much as to improve their practical skills.RESUMENLa Unión Europea es un entramado político, jurídico y económico de enorme complejidad. Cada disciplina se centra únicamente en algunos aspectos y evita otros. Por ello, en ocasiones es difícil que los estudiantes adquieran una visión de conjunto. Además, se ha demostrado que algunas competencias y habilidades importantes no son fácilmente enseñables mediante el modelo tradicional de clase magistral. En particular, competencias transversales y prácticas como pensamiento crítico, trabajo en equipo, negociación, liderazgo, toma de decisiones, etc., que son consideradas herramientas clave por las empresas y las instituciones. Los Juegos de Simulación parecen idóneos para cumplir adecuadamente ambos objetivos. En este trabajo, se presentan los resultados de la aplicación de un juego de simulación sobre la negociación del presupuesto de la Unión Europea con estudiantes de business/empresariales norteamericanos y europeos. El Juego de Simulación del Presupuesto Comunitario se ha diseñado de forma interdisciplinar. Los resultados muestran que este juego de simulación constituye una herramienta poderosa no sólo para que los alumnos comprendan mejor el funcionamiento de la Unión Europea, sino para que entrenen dichas competencias prácticas.

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Linking factual and procedural knowledge in solving science problems: A case study in a thermodynamics course

1981

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Well-specified problems of the type presented boxed in the introduction to this article are extremely common in science courses. Unfortunately, this does not mean that students find them easy to solve, even when a teacher provides model answers to problems which differ only marginally (in the teacher's eyes) from those put before the students. The central difficulty with such courses is that they do not embody instructional principles that reflect students' need for "direction" in problem solving. In this article, we describe how the necessary heuristics and strategic knowledge were built into the remake of a conventional thermodynamics course. In contrast to mainstream American work on learning problem solving we chose to direct our curriculum reconstruction using the Gal'perin theory of stage-by-stage formation of mental actions and Landa's description of the "through" systematization of knowledge. As indicated by both, we first developed an integrated system of instructional objectives: a programme of actions and methods (PAM) to solve problems in thermodynamics. Then the plan of instruction was designed. This plan indicates which instructional procedures and materials should be used to realize the instructional functions, derived from the learning theory. The evaluation design contained two control and three experimental courses. In discussing our main findings, we consider the generalizability of the procedures we followed in constructing the PAM and the instructional plan.

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Problem-based (group) teaching: a cognitive science approach to using available knowledge

Cited by 10 publications

References 9 publications

Problem-based learning: rationale and description

Problem-based learning: rationale and description

Aprendiendo de forma interdisciplinar: El "Juego de Simulación del Presupuesto Comunitario"

Linking factual and procedural knowledge in solving science problems: A case study in a thermodynamics course

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