以问题为导向的项目工作与基于问题的学习

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2020-03-01 DOI:10.14434/ijpbl.v14i1.28596

Virginie F. C. Servant‐Miklos

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引用次数: 11

摘要

本文解决了当今基于问题的学习研究和实践中的一个主要困惑，即使用“基于问题的学习”一词来指代麦克马斯特大学和马斯特里赫特大学在医学教育中首创的小组辅导方法，以及近年来在工程教育领域获得突出地位的丹麦罗斯基勒大学和奥尔堡大学开发的以问题为导向的项目工作方法。本文通过对PBL的关键要素(即问题的性质、教师的角色、教育过程的性质和方法的基本原则)的专题分析，对这些模型进行了比较，最后讨论了目前出现混乱的原因，以及它对PBL未来的研究和实践的潜在影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Problem-oriented Project Work and Problem-based Learning

This paper addresses one of the major confusions in the study and practice of problem-based learning today, namely the use of the term “problem-based learning” to refer to both the small-group tutorial method pioneered by McMaster University and Maastricht University in medical education, and the problem-oriented project-work method developed in Denmark at the universities of Roskilde and Aalborg, which has gained prominence in recent years in the field of engineering education. This paper offers a comparison of the models using a thematic analysis of key elements of PBL, namely the nature of problems, the role of teachers, the nature of the educational process, and the underlying principles of the method, to conclude on a discussion of the causes of the confusion taking place today, and its potential ramifications for the study and practice of PBL in the future.

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来源期刊

Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.