Contents: H. Barrows, Foreword. Preface. C.E. Hmelo, D.H. Evensen, Introduction. Part I:The Group Meeting.H.G. Schmidt, J.H.C. Moust, Factors Affecting Small-Group Tutorial Learning: A Review of Research. T. Koschmann, P. Glenn, M. Conlee, When Is a Problem-Based Tutorial Not a Tutorial? Analyzing the Tutor's Role in the Emergence of a Learning Issue. J.E. Duek, Whose Group Is It, Anyway? Equity of Student Discourse in Problem-Based Learning (PBL). J. Faidley, D.H. Evensen, J. Salisbury-Glennon, J. Glenn, C.E. Hmelo, How Are We Doing? Methods of Assessing Group Processing in a Problem-Based Learning Context. T. Koschmann, D.H. Evensen, Five Readings of a Single Text: Transcript of a Videoanalysis Session. A.C. Meyers Kelson, L.H. Distlehorst, Groups in Problem-Based Learning (PBL): Essential Elements in Theory and Practice. C. Bereiter, M. Scardamalia, Commentary on Part I: Process and Product in Problem-Based Learning (PBL) Research. Part II:Self-Directed Learning.P. Blumberg, Evaluating the Evidence That Problem-Based Learners Are Self-Directed Learners: A Review of the Literature. C.E. Hmelo, X. Lin, Becoming Self-Directed Learners: Strategy Development in Problem-Based Learning. D.H.J.M. Dolmans, H.G. Schmidt, What Directs Sef-Directed Learning in a Problem-Based Curriculum? D.H. Evensen, Observing Self-Directed Leraners in a Problem-Based Learning Context: Two Case Studies. B. Zimmerman, R.B. Lebeau, A Commentary on Self-Directed Learning. A.C. Myers Kelson, Epilogue: Assessment of Students for Proactive Life-Long Learning.
Dorothy H. Evensen, Cindy E. Hmelo, Cindy E. Hmelo-Silver
"[The editors] provide a nice summary of the research on outcomes
of PBL curricula....every chapter is worthy of an eventual read. It
is a notable contribution to our growing understanding of this
powerful, yet puzzling, innovation that is sweeping across medical
education."
—Teaching and Learning in Medicine"...the methodological procedures
devised, the analysis of the problematic issues carried out, the
theoretical models elaborated, and the research agendas proposed in
the book should give promising suggestions for a productive
application of PBL in different fields of instruction."
—British Journal of Psychology"This volume occupies a unique niche
in the literature on problem-based learning (PBL)....Conspicuous in
its absence from this literature is a scholarly treatise which does
justice to the theoretical underpinnings of PBL and the growing
body of empirical evidence of effectiveness (or its absence).
Against this backdrop, this book is a welcome counterpoint,
providing a high level of scholarship in guiding the reader to an
understanding of both the theoretical background and the empirical
evidence."
—Contemporary Psychology"The information in this book should be
very helpful to anyone designing...or responsible for maintaining
and improving a problem-based learning curriculum."
—Howard Barrows
Southern Illinois University, School of Medicine, From the Foreword
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