کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6845815 | 621198 | 2015 | 9 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Problem-based learning as a facilitator of conceptual change
ترجمه فارسی عنوان
یادگیری مبتنی بر مشکل به عنوان تسهیل کننده تغییر مفهومی
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کلمات کلیدی
تغییرات مفهومی، یادگیری بر پایه مشکلات، مشکلات پیچیده، تعامل شناختی،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
We investigated whether problem-based learning (PBL) can foster conceptual change. Students were randomly assigned to a PBL, lecture-based, or self-study group, all receiving instruction about the topic of Newtonian laws. Conceptual change was measured from pre- to immediate post-test (directly after instruction) and from immediate post-test to delayed post-test after one week. Results showed that the PBL-group outperformed both the lecture and the self-study group on the immediate post-test. This result supported the hypothesis that PBL can increase the likelihood of conceptual change. The PBL group also outperformed both other groups at the delayed post-test after one week; the decline in conceptual change from immediate to delayed post-test was similar for all three groups. Findings are discussed in terms of cognitive engagement.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 38, August 2015, Pages 34-42
Journal: Learning and Instruction - Volume 38, August 2015, Pages 34-42
نویسندگان
Sofie M.M. Loyens, Suzanne H. Jones, Jeroen Mikkers, Tamara van Gog,