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Berkel, Henk J. M. Van; Schmidt, Henk G.

doi:10.1023/a:1004022116365

Cited by 92 publications

(10 citation statements)

References 19 publications

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“…The results of this study suggest that a good problem leads to improved learning in PBL (Schmidt and Moust 2000). The study was replicated by Berkel and Schmidt (2000) confirming the earlier findings: problems have the strongest impact on student learning in PBL.…”

Section: Introductionsupporting

confidence: 75%

The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning

Sockalingam

Rotgans

Schmidt

2011

Adv in Health Sci Educ

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This study investigated the influence of five problem characteristics on students’ achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem characteristics were: (1) problem clarity, (2) problem familiarity, (3) the extent to which the problem stimulated group discussion, (4) self-study, and (5) identification of learning goals. The results showed that problem clarity led to more group discussion, identification of learning goals, and self-study than problem familiarity. On the other hand, problem familiarity had a stronger and direct impact on academic achievement.

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Section: Introductionsupporting

confidence: 75%

The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning

Sockalingam

Rotgans

Schmidt

2011

Adv in Health Sci Educ

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“…Selecting the "right" problem is a critical design step because PBL is constructed around problems, but few empirical studies exist to guide design or evaluation. Proposed characteristics have included problem clarity, authenticity, challenge, suitability, complexity, and familiarity (Schmidt & Moust, 2000;van Berkel & Schmidt, 2000). For this study, I focus on two problem design characteristics that appear to be particularly important for management education: Authenticity and Familiarity.…”

Section: Problem Characteristicsmentioning

confidence: 99%

A Multilevel Analysis of Problem-Based Learning Design Characteristics

Scott¹

2014

Interdisciplinary Journal of Problem-Based Learning

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The increasing use of experience-centered approaches like problem-based learning (PBL) by learning and development practitioners and management educators has raised interest in how to design, implement, and evaluate PBL in that field. Of particular interest is how to evaluate the relative impact of design characteristics that exist at the individual and team levels of analysis. This study proposes and tests a multilevel model of PBL design characteristics. Participant perceptions of PBL design characteristics are used to examine PBL reactions and perceived learning outcomes. Findings reinforce the importance of problem design characteristics and effective team facilitation while raising new questions about team-level characteristics such as goal orientation diversity.

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“…In theory, PBL aligns with high agreement to constructivist principles (van Berkel & Schmidt, 2000;Savery & Duff, 1995) and the participants in this study believed with high intermediate to high agreement that their PBL unit aligned with constructivist principles. Researchers have posited teacher beliefs towards reform-based learning environments influence teaching practices and beliefs play a critical role with influencing alignment of practice to constructivist learning environments Luft 2001).…”

Section: Discussionmentioning

confidence: 54%

Beyond Beliefs: Teachers Adapting Problem-based Learning to Preexisting Systems of Practice

Pecore¹

2012

Interdisciplinary Journal of Problem-Based Learning

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Problem-based learning (PBL) is a constructivist method of instruction aligned with the science educational reform movement to increase scientific literacy for all Americans. As such, PBL instruction is an increasingly popular topic for professional development workshops offered to teachers in secondary learning environments. This research presents a case study of four teachers' alignment of classroom practice with constructivist principles after participating in a one-week PBL workshop. Teachers assimilated PBL instruction into their current system of teaching; therefore, despite congruent beliefs, those teachers without a constructivist system of practice taught the PBL method with less alignment to constructivist principles. This discrepancy between beliefs and practice could be addressed by helping PBL workshop participants contemplate how components of PBL encourage reform-based constructivist practices and by assisting teachers with modifying preexisting routines to better assimilate PBL instruction.

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Untitled

Cited by 92 publications

References 19 publications

The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning

The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning

A Multilevel Analysis of Problem-Based Learning Design Characteristics

Beyond Beliefs: Teachers Adapting Problem-based Learning to Preexisting Systems of Practice

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