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ERIC Number: EJ848706
Record Type: Journal
Publication Date: 2004-May
Pages: 12
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1479-7860
Problem-Based Learning: Exploiting Knowledge of How People Learn to Promote Effective Learning
Wood, E. J.
Bioscience Education e-Journal, v3 Article 5 May 2004
There is much information from educational psychology studies on how people learn. The thesis of this paper is that we should use this information to guide the ways in which we teach rather than blindly using our traditional methods. In this context, problem-based learning (PBL), as a method of teaching widely used in medical schools but applicable to practically all subjects, embraces the principles of good learning and teaching. It is student-directed, provides incentives and feedback during the learning process, and encourages the experiential development of a number of skills, including team-work, finding and digesting information, peer teaching (explaining to others), reaching conclusions from data, and reflecting on the learning process. Inter alia, it encourages the accumulation of subject knowledge which is perceived to be relevant, and that is digested or compiled and organised. (Contains 3 figures, 4 resources and 4 online resources.)
Centre for Bioscience, The Higher Education Academy. Room 9.15 Worsley Building, University of Leeds, Leeds, LS2 9JT, UK. Tel: +44-113-343-3001; Fax: +44-113-343-5894; e-mail: beej@leeds.ac.uk; Web site: http://www.bioscience.heacademy.ac.uk/journal
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A