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Is Learning in Problem-Based Learning Cumulative?

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Yew, Elaine H. J.; Chng, Esther; Schmidt, Henk G. – Advances in Health Sciences Education, 2011

Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the…

Descriptors: Structural Equation Models, Problem Based Learning, Scientific Concepts, Learning Processes

Relationships between Students' Conceptions of Constructivist Learning and Their Regulation and Processing Strategies

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Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G. – Instructional Science: An International Journal of the Learning Sciences, 2008

The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as…

Descriptors: Constructivism (Learning), Educational Psychology, Learning Strategies, Problem Based Learning

Students' Conceptions of Constructivist Learning: A Comparison between a Traditional and a Problem-Based Learning Curriculum

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Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G. – Advances in Health Sciences Education, 2006

This study investigated students' conceptions of constructivist learning activities in a problem-based learning (PBL) and a traditional curriculum. We examined whether students who have chosen for a problem-based curriculum have different conceptions of constructivist assumptions compared to students who have chosen to be enrolled in a…

Descriptors: Constructivism (Learning), Learning Activities, Comparative Education, Problem Based Learning