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ERIC Number: EJ554235
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0020-4277
A Theory-Driven Approach to Assessing the Cognitive Effects of PBL.
Hmelo, Cindy E.; Gotterer, Gerald S.; Bransford, John D.
Instructional Science, v25 n6 p387-408 Nov 1997
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)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A