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A Theory-Driven Approach to Assessing the Cognitive Effects of PBL
ARTICLE

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ISAIJLS Volume 25, Number 6, ISSN 0020-4277

Abstract

A study of 40 medical students assessing the effectiveness of problem-based learning (PBL) determined that cognitive measures associated with expert performance can be used to distinguish students who have participated in PBL from their counterparts in terms of knowledge, reasoning, and learning strategies. Includes a case study of an 11-year-old diabetic boy. (PEN)

Citation

Hmelo, C.E., Gotterer, G.S. & Bransford, J.D. (1997). A Theory-Driven Approach to Assessing the Cognitive Effects of PBL. Instructional Science: An International Journal of the Learning Sciences, 25(6), 387-408. Retrieved July 22, 2019 from .

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