Portraits of PBL: Students' Experiences of the Characteristics of Problem-Based Learning in Physiotherapy, Computer Engineering and Psychology
ISAIJLS Volume 30, Number 2, ISSN 0020-4277
Describes a study that analyzed how students in three different Swedish university programs conceived of the meaning of problem-based learning and how they experienced their studies within a problem-based learning program. Discusses learning in context, social interaction, meta-cognitive reasoning and self-directed learning, and academic cultures. (Author/LRW)
Dahlgren, M.A. & Dahlgren, L.O. (2002). Portraits of PBL: Students' Experiences of the Characteristics of Problem-Based Learning in Physiotherapy, Computer Engineering and Psychology. Instructional Science: An International Journal of the Learning Sciences, 30(2), 111.
Cited ByView References & Citations Map
Facilitating Technology-Enhanced Problem-based Learning (PBL) in the Middle School Classroom: An Examination of How and Why Teachers Adapt
Peggy A. Ertmer, Purdue University, United States; Krista D. Glazewski, New Mexico State University, United States; Donna Jones & Anne Ottenbreit-Leftwich, Indiana University, United States; Yuksel Goktas, Ataturk University, Turkey; Kelly Collins, Purdue University, United States; Aslihan Kocaman, Middle East Technical University, Turkey
Journal of Interactive Learning Research Vol. 20, No. 1 (January 2009) pp. 35–54
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