A Theory-Driven Approach to Assessing the Cognitive Effects of PBL
ISAIJLS Volume 25, Number 6, ISSN 0020-4277
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)
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.
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