Folder: Learning by Design
Problem-Based Learning (1996)
Page Contents
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A
Agocs, L., & Modis, L. (1994). New Media in Medical Education. . Educational Media International v31 n3 p147-51 Sep 1994 . A Hungarian medical school is providing its students the means for self-education by connecting a media center to its medical education units and engaging in an instructional system which features problem-based learning. (AEF) UMI Report/ISSN: ISSN-0952-3987 EJ499722
Ahmad, M. (1987). The Effect of Computer Based Feedback on Using Cognitive Strategies of Problem Solving. Proceedings of Selected Research Papers presented at the Annual Meeting of the Association for Educational Communications and Technology (New Orleans, LA, January 14-19, 1988). For the complete proceedings, see IR 013 331. Texas . This study investigated the effects of solution-oriented and strategy-oriented feedback when using interactive computer-assisted instruction. The feedback confirmed problem solving strategies that were either similar to the learner's cognitive strategies (i.e., spatial strategies) or different from the learner's cognitive strategies (i.e., perceptual strategies). A pretest consisting of 32 three-term series problems was administered to the 65 undergraduates who served as subjects. They were then given four instructional guided discovery programs with identical instructions on the features of the problems and the relationships between the features. However, two of the programs gave instructions for spatial strategies to solve the problems, while the other two gave instructions for perceptual strategies to solve the problems. Posttests measured the effects of the instructional programs, and it was found that when the learners were instructed on the spatial strategies, strategy feedback was more effective than solution feedback. This suggests that feedback given throughout the instruction on problem solving modifies the learner's cognitive strategies only if the strategies in the instruction are similarto some extentto the learner's cognitive strategies. It was also found that strategy feedback was less effective in learning perceptual strategies than in learning spatial strategies, and less effective than solution feedback in learning the perceptual strategies. The text is supplemented by two figures and two tables. (28 references) (Author/EW) ED295622
Albanese, M. A. (1993). Problem-Based Learning: A Review of Literature on Its Outcomes and Implementation Issues. . Academic Medicine v68 n1 p52-81 Jan 1993 . Issues in problem-based learning in medical education, revealed in a literature review, are discussed including basic and clinical science examination performance; thinking processes and study behaviors promoted; learning environment; student progress and satisfaction; graduate perceptions; choice of residency and specialty; faculty satisfaction; costs; problems; content coverage; teacher and tutor behavior. (MSE) UMI Report/ISSN: ISSN-1040-2446 EJ457739
Alibali, M. W., & Goldin-Meadow, S. (1993). Gesture-Speech Mismatch and Mechanisms of Learning: What the Hands Reveal about a Child's State of Mind. . Cognitive Psychology v25 n4 p468-523 Oct 1993 . Mismatch between gesture and speech was used to study cognitive processes that characterize the transition between incorrect, but rule-governed, problem understanding to correct rule-governed understanding among 90 fourth graders in Chicago (Illinois). Data support the idea that the transitional state is characterized by concurrent activation of more than one procedure. (SLD) Report/ISSN: ISSN-0010-0285 EJ473790
Alper, L., & Others, A. (1996). Problem-Based MathematicsNot Just for the College-Bound. Educational Leadership v53 n8 p18-21 May 1996. The Interactive Mathematics Program is part of a National Science Foundation effort to design a comprehensive, standards-based high school mathematics curriculum. IMP's four-year program, which replaces the traditional sequence, involves little memorization, integrates traditional material with topics such as probability and statistics, and uses graphing calculator technology to enhance student understanding. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ525914
Alvarez, M. C., & Others, A. (1990). Case-Based Instruction and Learning: An Interdisciplinary Project. Tennessee . Case-based learning is one method that can be used to foster critical thinking and schema construction. Students need to be provided with problem solving lessons in meaningful learning contexts for critical thinking to take place. In order for schema construction to occur, a framework needs to be provided that helps readers to elaborate upon new facts and ideas and to clarify their significance or relevance. A 6-week interdisciplinary project with ninth-grade students enrolled in Gallatin High School (Tennessee), located in a rural community where industry and agriculture are primary sources of revenue, was implemented. Cases were developed to help students reason about multiple major concepts expressed in Harper Lee's "To Kill a Mockingbird" and to help students apply these concepts to other contexts and subject areas. Each case was unique because different reading, research, and writing skills were needed to problem solve and complete the tack of the particular case. The teacher and her students became active participants in the learning process by creating an environment that was mutually adaptable rather than arbitrary and teacher dominated. Case-based instruction and learning provides students with a forum for taking an active role in structuring and creating their own meaning. (Fifty-five references and the flyer soliciting material for the cases are attached.) (RS) ED326837
Ashman, A. F., & Conway, R. N. (1993). Teaching Students to Use Process-Based Learning and Problem Solving Strategies in Mainstream Classes. . Learning and Instruction v3 n2 p73-92 1993 . A cognitive education program applicable across many classroom settings was evaluated with 147 Australian students in grades 4 through 7 who were or were not exposed to the Process-Based Instruction (PBI) approach. Results indicate the positive effects of PBI on student achievement and student and teacher attitudes. (SLD) Report/ISSN: ISSN-0959-4752 EJ473797
Aspy, D. N., & Aspy, C. B. (1993). Problem Based Learning: A Medically Based Ally of Invitational Education. . Journal of Invitational Theory and Practice v2 n2 p69-77 Sum 1993 . Argues to use invitational approach in medical education. Compares elements of Problem-based Learning with invitational philosophy, thereby offering another arena for this emerging theory of practice. Concludes that Problem-based Learning is an ally of invitational approaches and is an offspring of the thinking that also created International Alliance of Invitational Education. (NB) Report/ISSN: ISSN-1060-6041 EJ479018
Aspy, D. N., & Others, A. (1993). What Doctors Can Teach Teachers about Problem-Based Learning. . Educational Leadership v50 n7 p22-24 Apr 1993 . Medical schools are starting to put students in small groups and help them solve real problems they will face in treating patients. Trend of problem-based learning in medical schools will have ripple effect throughout education. Teachers relinquishing lecturer's role must become adept at listening, answering questions, and helping students frame good questions, formulate problems, and make effective decisions. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ461125
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Barrows, H. S. (1994). Practice-Based Learning: Problem-Based Learning Applied to Medical Education. Illinois Not available from EDRS. Document Not Available from EDRS. Southern Illinois University, School of Medicine, P.O. Box 19230, Springfield, IL 62794-9230. Report/ISSN: ISBN-0-931369-27-4 . This book is designed for medical teachers who wish to consider problem-based learning as an educational method to be used in their courses or curriculum in medical school. The first six chapters elaborate the background for a well-designed problem-based learning curriculum by considering the goals of undergraduate medical education, the challenge patient problems present, the nature of the physicians' clinical reasoning process, how that process is associated with knowledge needed to care for patients, and the importance of self-directed learning for an effective career in medicine. The remaining chapters deal with the design of an effective problem-based learning curriculum including: the educational objectives addressed, the curricular requirements, the practice-based learning sequence, the authenticity of problem-based learning, common concerns of medical teachers, integrating other methods, variables that can alter the effectiveness of practice-based learning, assessment, applying practice-based learning to the clerkship years, converting to practice-based learning, choosing problems, evaluating the effectiveness of problem-based learning as an instructional method, and criteria for analyzing a problem-based learning curriculum. Contains 70 references. (JRH) ED395769
Barrows, H. S., & Tamblyn, R. M. (1976). An Evaluation of Problem-Based Learning in Small Groups Utilizing a Simulated Patient . Journal of Medical Education 51 1 52-4 . A series of simulated patient experiences were presented to two groups of five students concurrently with a regularly scheduled integrated course in neuroscience. Results showed increased motivation, problem solving, and self-study skills in the experimental groups as compared to the control groups, which were also enrolled in the neuroscience course. (JT) EJ131167
Barrows, H. S., & Tamblyn, R. M. (1977). The Portable Patient Problem Pack: A Problem-Based Learning Unit . Journal of Medical Education 52 12 1002-4 . The Portable Patient Problem Pack (P4), a method of simulating a patient's problem in a card deck format, is designed to develop the student's problem-solving or diagnostic skills in a manner consistent with the skills of the practicing clinician. Its effectiveness at McMaster University is reported. (LBH) Reprint Available (See p. vii): UMI EJ172028
Bedard, D., & Others, A. (1996). Evolution of Students' Reasoning Skills on a Two Year Basis in a PBL Curriculum in Medicine. Canada; Quebec Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. A 2-year study at the University of Sherbrooke (Quebec) investigated the changes in six medical students' clinical reasoning processes as they participated in a problem-based learning (PBL) curriculum. In each year, students performed a think-aloud protocol with two medical case problems to solve, one in cardiology and one in urology. In the second year of the study, the students were given somewhat more difficult cases to address. Student responses were compared to those of two practicing physicians, neither of them teachers at the institution. Only responses to the urology cases are analyzed here. Results showed that, as anticipated, hypotheses were generated early for both problems, illustrating the students' capacity to transfer the hypothetico-deductive model of reasoning learned in the pre-clinical PBL curriculum. Results also showed that, among the hypotheses generated early, the principal hypothesis was present, similar to the performance of the physician experts, particularly in the less advanced cases. It is concluded that the PBL approach helps students balance the importance they give to case information. The pattern of time taken to consider each case segment was very similar to that of the experts. The two urology cases and data summaries are appended. (Contains 22 references.) (MSE) ED396640
Beebe, R. J. (1994). Problem Based Learning Using Student Consultant Teams. Ohio . A doctoral seminar for students in educational administration used problem based learning (PBL) with student consultant teams and later evaluated the results of the approach. PBL involves group work in which students address and solve realistic or actual professional problems. The instructor prepares detailed hypothetical problems for the students and facilitates the work of student groups. Fourteen students took this educational personnel administration seminar. Students in groups of 3 or 4 were assigned actual personnel problems provided by two local superintendents that addressed important issues of professional practice and lent themselves to preparation of a written project product: a formal report with specific recommendations. Teams conducted client interviews, reviewed written materials provided by the schools involved, and reviewed a wide variety of other resources. Teams met four times in class to work on their projects and other times outside class. Teams presented their written reports at the last class. When students evaluated the course 11 students assigned the course an "A" and three a "B". Course evaluation forms are appended. (JB) ED372671
Bernstein, P., & Others, A. (1995). Shifting Students and Faculty to a PBL Curriculum: Attitudes Changed and Lessons Learned. . Academic Medicine v70 n3 p245-47 Mar 1995 . A study of a new University of Toronto medical school problem-based learning (PBL) curriculum found that students (n=207) and faculty (n=15) had more favorable attitudes toward PBL after direct experience with it than before. Recommendations are made for other schools and programs wishing to implement PBL curricula. (Author/MSE) UMI Report/ISSN: ISSN-1040-2446 EJ501577
Birch, W. (1986). Towards a Model for Problem-Based Learning. . Studies in Higher Education v11 n1 p73-82 1986 . Problem-based learning is argued to be the most effective means of developing students' general mental abilities, integrating academic and operational approaches to higher education, and instilling a high level of student motivation and capacity for active learning. Conditions for successful problem-based learning are discussed. (Author/MSE) EJ333317
Blakeslee, D., & Walkiewicz, T. A. (1991). When Is a Problem Finished? . Physics Teacher v29 n7 p464-67 Oct 1991 . Presents a motion problem that students in a college physics class are asked to solve and later asked to continue to analyze until they have stopped learning from the problem or the problem itself is finished. (MDH) UMI Report/ISSN: ISSN-0031-921X EJ452060
Blumberg, P., & Others, A. (1990). Roles of Student-Generated Learning Issues in Problem-Based Learning. . Teaching and Learning in Medicine v2 n3 p149-54 1990 . Interviews with faculty in seven problem-based medical school curricula concerning use of student-generated learning issues found that uses of such issues have evolved in terms of content definition, direct examination planning, student evaluation, and curriculum review. Results also suggest these curricula may encourage development of self-directed learning to different degrees. (Author/MSE) Report/ISSN: ISSN-1040-1334 EJ427387
Blumberg, P., & Others, A. (1990). The Uses of Student Generated Learning Issues by 7 Problem Based Medical Curricula. Canada; Ontario . Different ways student-generated learning issues are used to deal with disciplinary content were assessed at seven North American medical schools with problem-based curricula. Structured interviews with key faculty representing the schools being studied suggested that the seven programs are encouraging the development of self-directed learning skills to differing degrees. Reports from administrators and librarians also suggested that at those schools where student-generated learning issues have been de-emphasized in favor of faculty learning objectives and reading lists, students may not be helped to become independent self-directed learners by that aspect of the curriculum. It is postulated that when students are given specific reading assignments and are not evaluated on their self-directed learning skills, the motivation for self-directed learning is likely to be diminished. It is also assumed that students at the problem-based learning programs that are using their own learning issues are developing self-directed learning skills through the process involved in case discussions; an assumption that requires validation. Contains eight references. (GLR) ED320513
Blumberg, P., & Others, A. (1994). Age as a Contextual Cue in Problem-Based Learning. Canada; Ontario . Altering the age of a patient in a problem-based curriculum should encourage students to explore ethical issues related to human development. To assess the influence of a patient's age on problem-based tutorial discussion, the relevant discussion categories and the numbers of age-related discussions were compared. Subjects were four groups of six students in the undergraduate problem-based learning medical curriculum of a Canadian university. Groups, led by experienced clinical tutors, studied one of three versions of a problem, with the major difference being the patient's age. Less than 3% of the total tutorial time was devoted to age-related discussion and very few age-related objectives were achieved. Discussions were similar regardless of the patient's age, in that all emphasized the biological nature of the disease. Explanations are offered for why these results differ from previous research. (Contains nine references and two tables.) (SLD) ED371035
Boshuizen, H. P. A., & Others, A. (1995). Monitoring the Development of Expertise in a Problem-Based Curriculum. Netherlands . A study was undertaken to investigate the validity of a progress test, the Maastricht Progress Test, that was designed to measure knowledge and clinical reasoning growth in a problem-based medical curriculum. Scores and subscores of about 40 students per year (total sample of 195) on the different categories of the progress test were compared with scores on a clinical reasoning test. Both tests revealed the same pattern of increasing scores over the years, and they had a high correlation. Further analyses revealed that the clinical science component, in particular, of the progress test explained the variations in the clinical reasoning test scores. Knowledge of behavioral sciences had a small but independent contribution. Outcomes are discussed from the perspectives of research and theory on the development of medical expertise, and educational consequences are discussed. An appendix contains an example problem. (Contains one table, three figures, and four references.) (Author/SLD) ED394985
Branda, L. A. (1990). Implementing Problem-Based Learning. . Journal of Dental Education v54 n9 p548-49 Sep 1990 . The last decade has shown a steady increase in the introduction of problem-based learning (PBL) in the education of health professionals. A variety of medical and dental schools have implemented PBL using different formats incorporating self-directed and small-group learning, illustrating the many options this combination of techniques offers. (MSE) UMI Report/ISSN: ISSN-0739-3180 EJ416782
Breivik, P. S. (1992). Education for the Information Age. . New Directions for Higher Education No. 78 (Information Literacy: Developing Students as Independent Learners) v20 n2 p5-13 Sum 1992 . To be effective in the current rapidly changing environment, individuals need more than a knowledge base. They also need information literacy which includes techniques for exploring new information, synthesizing it, and using it in practical ways. Undergraduate education should focus on such resource-based learning directed at problem solving. (Author/MSE) UMI Report/ISSN: ISSN-0271-0560 EJ450248
Bressler, J., & Howell, H. (1991). Have HatchetWill Survive: Suggested Activities for Decision-Making Skills. . ALAN Review v18 n3 p16-18 Spr 1991 . Describes oral activities that help middle and junior high school students develop decision-making skills. The activities, based on Gary Paulsen's novel "Hatchet," focus on struggling for survival. Recommends "Hatchet" as a vehicle for observing the maturing process and for teaching skills that students can apply to their own environments. (PRA) Report/ISSN: ISSN-0882-2840 EJ428259
Bridges, E. M. (1992). Problem Based Learning for Administrators. Oregon Available in paper copy and microfiche. EDRS Price - MF01/PC08 Plus Postage. ERIC Clearinghouse on Educational Management, University of Oregon, 1787 Agate Street, Eugene, OR 97403-5207 ($10.95 plus $3 postage and handling). Report/ISSN: ISBN-0-86552-117-4 Contract no.: RI88062004 . In the Prospective Principals' Program at Stanford University, students are engaged in problem-based learning (PBL), a cooperative, small-group approach providing opportunities to resolve problems likely to confront real-world professionals. To illustrate PBL's background and rationale, chapter 1 briefly describes how the topic of teacher selection might be introduced using traditional, case-method, and PBL approaches. Chapter 2 focuses on the students' role and how instructors can minimize the frustration and difficulties students experience in Stanford's PBL curriculum. Chapter 3 describes a field test of the teacher selection project, focusing on valuable lessons for student and instructor. Chapter 4 explains the instructor's role in PBL and how to deal with potential challenges arising while implementing a PBL project. The fifth chapter contains six student essays to illustrate what students report learning about leadership and various administrative skills. Chapter 6 describes possible obstacles hindering PBL implementation and outlines a strategy for overcoming these impediments. The last chapter focuses on future challenges, including explicating student-centered learning, facilitating administrators' lifelong learning, conducting research on PBL effectiveness, and exploring other PBL contexts for educating administrators. Appendices provide a description of Stanford's PBL program, samples of problem-stimulated learning projects, and a project checklist. (50 references) (MLH) ED347617
Bridges, E. M., & Hallinger, P. (1991). Problem-Based Learning in Medical and Managerial Education. Tennessee . A proposal that calls for increasing the relevance of administrator preparation by applying a problem-based learning approach is offered in this paper. A review of literature on problem-based learning (PBL) in medical education concludes that, compared with traditional programs, PBL yields superior or equivalent results on a variety of outcome measures. Eight design issues for PBL programs are identified next: incorporation of PBL into the curriculum; selection and definition of problems; identification of goals for educational administrators; components of small learning groups; the extent of program pre-structuring; evaluation; student orientation; and faculty preparation. A research agenda is proposed to determine the effectiveness of the various species of PBL in achieving the different goals of managerial education. Criteria for measuring independent and dependent variables are also suggested. Encouragement is offered to educators to tackle the challenges inherent in moving from a traditional to PBL approach. (28 references) (LMI) ED343265
Buzzelli, A. R. (1994). Using Problem-Based Learning with Large Groups. . Journal of Optometric Education v19 n2 p56-60 Win 1994 . At the Pennsylvania College of Optometry, a core course in pediatric optometry was revised to use a problem-centered approach and implemented with a class of 147 students. Students were assigned specific roles to distribute work evenly. A survey found students responded positively to this approach. (MSE) UMI Report/ISSN: ISSN-0098-6917 EJ476093
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Carpenter, T. P., & Others, A. (1994). Teaching Mathematics for Learning with Understanding in the Primary Grades. Wisconsin Contract no.: R117G10002 . In this paper four programs are described in which children learn multidigit number concepts and operations with understanding: (1) the Supporting Ten-Structured Thinking projects, (2) the Conceptually Based Instruction project, (3) Cognitively Guided Instruction projects, and (4) the Problem Centered Mathematics Project. The diversity in these programs indicates that learning with understanding is possible under a variety of conditions; however, a critical feature shared by the four programs is that they engage students in building connections. In each of the programs, treating the development of arithmetic procedures as a problem-solving activity and asking students to share and explain their answers encourages students to reflect on procedures and on the properties of the whole number system and to learn these topics with understanding. Contains 16 references. (MKR) ED373971
Chenoweth, T., & Everhart, R. B. (1994). Preparing Leaders to Understand and Facilitate Change: A Problem-Based Learning Approach. . Journal of School Leadership v4 n4 p414-31 Jul 1994 . Describes the development and implementation of a class on the topic of school change. The class was organized using the precepts of problem-based learning, believing that this was an effective way to reflect the reality of the environment in which school change occurs. (SLD) UMI Report/ISSN: ISSN-1052-6846 EJ524284
Cheren, M. (1990). Commentary on "Roles of Student-Generated Learning Issues in Problem-Based Learning." . Teaching and Learning in Medicine v2 n3 p155-56 1990 . In response to HE 528 462, the author suggests the use of student-generated learning issues in problem-based medical education should place more emphasis on mechanisms in the generation of learning issues, the ramifications of various degrees of student input into the identification of issues, and the role of teacher-learner negotiations in the process of identifying issues. (MSE) Report/ISSN: ISSN-1040-1334 EJ427388
Chiou, G.-F. (1995). Learning Rationales and Virtual Reality Technology in Education. . Journal of Educational Technology Systems v23 n4 p327-36 1994-95 . Defines and describes virtual reality technology and differentiates between virtual learning environment, learning material, and learning tools. Links learning rationales to virtual reality technology to pave conceptual foundations for application of virtual reality technology education. Constructivism, case-based learning, problem-based learning, and situated learning are proposed as conceptual foundations for an integrated learning model for virtual reality technology. (Author/JKP) Report/ISSN: ISSN-0047-2395 EJ507046
Colby, K. K., & Others, A. (1986). Problem-Based Learning of Social Sciences and Humanities by Fourth-Year Medical Students. . Journal of Medical Education v61 n5 p413-15 May 1986 . A required fourth-year course integrating the social sciences and humanities into the required clinical medical curriculum at Dartmouth Medical School is intended to prepare students to deal with the social and humanistic issues involved in medical practice, including law, ethics, economics, and social anthropology. (MSE) UMI EJ336144
Coleman, M. R. (1995). Problem-Based Learning: A New Approach for Teaching Gifted Students. . Gifted Child Today Magazine v18 n3 p18-19 May-Jun 1995 . This article describes the use of problem-based learning (PBL) with gifted students, in which the focus of the curriculum is "ill-structured" problems. Particular advantages of PBL with these students include effectiveness in teaching the art of problem finding and solving, active learning, higher order thinking skills, and using interdisciplinary approaches. (DB) UMI Report/ISSN: ISSN-1076-2175 EJ503144
Collins, A. (1994). Goal-Based Scenarios and the Problem of Situated Learning: A Commentary on Andersen Consulting's Design of Goal-Based Scenarios. . Educational Technology v34 n9 p30-32 Nov-Dec 1994 . Discusses principles of goal-based scenario (GBS) learning environments based on an examination of situated and unsituated knowledge. Topics addressed include flexibility; learning strategies; transfer of training; motivation; retention; and the use of GBS for professional development courses. (seven references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ493312
Collison, J. (1992). Using Performance Assessment to Determine Mathematical Dispositions. . Arithmetic Teacher v39 n6 p40-47 Feb 1992 . Performance assessment, a method that makes possible the assessment of multiple dimensions of students' progress, including dispositions, is described. Criteria for good performance tasks are given, and their structure is illustrated through an example. A list of 10 dispositions toward mathematics and a self-evaluation group-performance rating form to assess disposition are provided. (MDH) UMI Report/ISSN: ISSN-0004-136X EJ440154
Conte, R., & Others, A. (1995). A Classroom-Based Social Skills Intervention for Children with Learning Disabilities. . Alberta Journal of Educational Research v41 n1 p84-102 Mar 1995 . A social skills program for learning disabled children consisting of coaching, role-playing, and information sharing was implemented over a 6-month period by a clinical psychologist in collaboration with classroom teachers. When compared to the control group, participants in the experimental program demonstrated greater social acceptance and improved social problem-solving skills. Contains 64 references. (LP) Report/ISSN: ISSN-0002-4805 EJ502055
Cordeiro, P. A., & Campbell, B. (1995). Problem-Based Learning as Cognitive Apprenticeship in Educational Administration. Connecticut Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . This paper proposes that problem-based learning (PBL) can serve as a cognitive apprenticeship in administrator-preparation programs. The paper presents an overview of PBL and its application in the administrator-preparation program at the University of Connecticut. The initial training in group processing for students enrolled in the program is described. Two examples of actual PBL projects, including their planning and execution, are presented. One vignette describes a simulated-problem project on technology, and the second details an authentic-problem project. Finally, reflections are offered regarding the roles of instructors and the challenges encountered in using a PBL approach in educational-administration programs. Problem-based learning is based on the following premises: (1) The starting point for learning is a problem; (2) the problem is one that students are likely to face as professionals; (3) students need knowledge organized around problems rather than disciplines; (4) students, individually and collectively, are responsible for their own instruction and learning; and (5) most of the learning occurs within the context of small groups other than lectures. (Contains 29 references.) (LMI) ED386800
Cordiero, P. A., & Campbell, B. (1996). Increasing the Transfer of Learning through Problem-Based Learning in Educational Administration. Connecticut Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Since the 1950s some educational researchers have argued for a strong focus on problem solving in administrator-preparation programs. This paper discusses two types of problem-based learning (PBL)simulated and authentic. It discusses various PBL concepts and presents two vignettes used during the 1995 and 1996 academic years at the University of Connecticut's Department of Educational Leadership. The first vignette was a simulated-problem project involving the integration of educational technology in a school district, and the second involved an authentic-problem project in a magnet school program. Each project's planning and scheduling activities, setting, sequence of project activities, culminating activity, and assessment are described. The paper argues that because PBL is situated, involves group problem solving, and deals with highly complex problems, it helps students transfer learning to the work place. Both simulated and authentic PBL offer students opportunities to transfer declarative and procedural knowledge to work-place settings. (Contains 32 references.) (LMI) ED396434
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Distlehorst, L. H., & Barrows, H. S. (1982). A New Tool for Problem-Based, Self-Directed Learning. . Journal of Medical Education v57 n6 p486-88 Jun 1982 . A set of instructional materials for acquisition of clinical reasoning skills through independent study has been developed that uses simulation of patient encounters and addresses both medical and psychosocial issues. Small group instruction with the materials is preferred over individual use. (MSE) Reprint: UMI EJ264696
Dods, R. F. (1996). A Problem-Based Learning Design for Teaching Biochemistry. Journal of Chemical Education v73 n3 p225-28 Mar 1996. Describes the design of a biochemistry course that uses problem-based learning. Provides opportunities for students to question, dispute, confirm, and disconfirm their understanding of basic concepts. Emphasizes self-correction through dialogue. Topics covered include amino acids, metabolic pathways and inherited disease, proteins, enzymes and isozymes, carbohydrates and hormones, and nucleic acids. Discusses pedagogical advantages of this technique. (JRH) UMI Report/ISSN: ISSN-0021-9584 EJ523593
Dolmans, D. H. J. M. (1993). Problem Effectiveness in a Course Using Problem-Based Learning. . Academic Medicine v68 n3 p207-13 Mar 1993 . A University of Limburg (Netherlands) medical school study investigated the relationship between student-generated learning issues and faculty instructional objectives (i.e., the effectiveness of the problems posed) in a problem-centered obstetrics and child development curriculum. Subjects were 120 students and 12 faculty. Results indicated student learning activities covered only 64% of intended content. (Author/MSE) UMI Report/ISSN: ISSN-1040-2446 EJ461394
Dolmans, D. H. J. M., & Others, A. (1991). Course Improvement Based on Course Content Data: An Explorative Study Conducted in a Problem-Based Curriculum. Netherlands . In problem-based learning, an instrument is needed to measure students' actual learning activities. Mapping the domain of learning activities undertaken by students and improving problems is especially important in a problem-based curriculum because students choose their own learning objectives. Such an instrument, the Topic Evaluation Questionnaire (TEQ), was developed. The TEQ's reliability and validity were assessed, as well as its usefulness as an indicator of problem areas in a course's content. Subjects were 125 second-year students attending the Medical School of the University of Limburg (Netherlands) enrolled in a childbirth and child development course. The TEQ contains 134 topics from the course and eight topics indirectly related but included to estimate response set effects. For each topic, a Likert-type question was formulated to measure student perceptions of time they had spent studying the topic. Students were also administered a 222-item true/false type achievement test on the course material. In all, 210 achievement test items were classified by a teacher and an independent rater. The TEQ appeared to be reliable and was fairly valid. It appeared to be useful in measuring problem areas in course content, as well as student's actual learning activities. In sum, the T.E.Q. informs as to whether the goals set by teachers are reached by students. One table and one bar graph are provided. (SLD) ED334220
Dolmans, D. H. J. M., & Others, A. (1992). Assessing Test Validity through the Use of Teachers' Judgments. Netherlands . A method was developed for assessing the extent to which a test reflects the topics addressed in the problems presented in a problem-based learning environment (curriculum validity). The intended curriculum for a unit from the second year of medical school at the University of Limburg in Maastricht (Netherlands) was analyzed, and an 132-item topic list was constructed to serve as a blueprint of unit content. At the end of the unit, students took an achievement test. The overlap between the intended curricular content, as specified in the topic list, and the information required to answer achievement test items correctly was assessed by four teachers (content specialists). Some curricular content domains were underrepresented on the test or totally absent, and some were overrepresented. It is concluded that the test does not accurately reflect curricular content as specified in the topic list. The method described seems to be a valuable approach for assessing the curricular validity of a test and could be adapted to use in test construction. Two figures and two tables highlight study concepts, and there is a seven-item list of references. (SLD) ED343956
Dolmans, D. H. J. M., & Others, A. (1992). Do Students Learn What Their Teachers Intend They Learn? Guiding Processes in Problem-Based Learning. Netherlands . A method is presented for collecting information about the match between students' learning issues in problem-based learning and teachers' objectives. Subjects were 82 second-year medical students at the University of Limburg in Maastricht (Netherlands) in a problem-based curriculum. During a unit on pregnancy, childbirth, and child development, learning issues generated by the students were collected. Twenty-four raters, who were students from the group, were asked to judge the correspondence between faculty objectives and students' learning issues. Results indicate that the method is useful in identifying ineffective problems, problems that do not cause students to generate the appropriate learning issues. It must be remembered that student-generated learning issues define what students are going to study, but it is not certain that they will really result in student learning. Three tables present study findings, and there is an 11-item list of references. (SLD) ED343955
Dolmans, D. H. J. M., & Others, A. (1994). Improving the Effectiveness of Tutors in Problem-Based Learning. . Medical Teacher v16 n4 p369-77 1994 . Demonstrates how tutors within a problem-based curriculum can be evaluated and provided with adequate feedback about their performance to improve their behavior. Focuses on plans for action that could be undertaken with regard to aspects of a faculty development program. (LZ) Report/ISSN: ISSN-0142-159X EJ500207
Dolmans, D. H. J. M., & Others, A. (1994). The Relationship between Student-Generated Learning Issues and Self-Study in Problem-Based Learning. . Instructional Science v22 n4 p251-67 1994 . Describes a study of medical school students in The Netherlands that tested the assumption of problem-based learning that learning issues, generated by students while discussing a problem, are used as guides for self-directed learning activities. Faculty objectives and student-generated learning issues are compared. (LRW) UMI Report/ISSN: ISSN-0020-4277 EJ499890
Dolmans, D., & Others, A. (1993). Validation of a Rating Scale for Tutor Evaluation in a Problem-Based Medical Curriculum. Netherlands . The construction and validation of a tutor evaluation questionnaire are described. The importance of the tutor in problem-based learning requires assessment of staff conducting this role. After a pilot study in 1990-91 with 100 students and 150 tutors who identified important tutor skills, a questionnaire was prepared. This questionnaire was tested with six courses in the 1991-92 school year, and improvements were made based on the results. The pilot studies resulted in a list of 13 Likert scale statements used in an instrument administered to about 1,079 students in 8 courses (142 tutorial groups) at the Maastricht Medical School (Netherlands) in the 1992-93 academic year. Students indicated whether their tutors demonstrated the behavior described in each statement. Confirmatory factor analysis shows that a 3-factor model comprising 13 items does not fit the data, although skipping 2 items improved the model's fit. Nevertheless, these two items were considered important for content validity. Alpha coefficients indicate that questionnaire reliability is high. Findings otherwise indicate that the students' global and analytical ratings about the functioning of the tutor correspond highly with each other. Some problems involved in administering the questionnaire are discussed. Two tables present study findings. (Contains 11 references.) (SLD) ED362523
Drake, L. (1991). Overview of Teaching Strategies. Module. Missouri . This module offering an overview of teaching strategies is 1 in a series of 10 modules written for vocational education teacher education programs. It is to supplement the American Association for Vocational Instructional Materials's Category C: Instructional Execution (Modules C-1 through C-30) of the Professional Teacher Education Module Series. This module investigates basic teaching strategies used in vocational instruction to expand the teachers' experience base and teaching repertoire. Introductory materials include the following: a listing of competencies/tasks to be covered, objective, overview of the module, listing of suggested resources, and content/instructional strategies, including prerequisite information. The module provides instructional materials on these topics: the effect of teaching strategies on learning, learning styles, and techniques and methods of presenting content, including problem solving, learning reinforcement techniques, illustrated talks, techniques for improving oral communication skills, questioning techniques, demonstrations, individualized instruction, interaction techniques, role play and simulation, discussions, guest speakers, team teaching, and field trips. Fourteen activity sheets are provided. (YLB) ED356333
Duch, B. J. (1996). Problem-Based Learning in Physics: The Power of Students Teaching Students. . Journal of College Science Teaching v15 n5 p326-29 Mar-Apr 1996 . Describes an honors general physics course designed to demonstrate to students that physics is vital to their understanding of physiology, medicine, the human body, rehabilitation, and other health fields. Presents evidence that indicates that active group learning and connections to real-world applications help students learn physics and apply that knowledge appropriately. (JRH) UMI Report/ISSN: ISSN-0047-231X EJ520700
Duek, J. E., & Wilkerson, L. (1995). Learning Issues Identified by Students in Tutorless Problem-Based Tutorials. California . Of concern in the problem-based learning process in medical student education is the effect of allowing students to generate their own learning issues while discussing cases and problems. This study considered learning issues in problem-based learning, studying faculty and student overlap and consistency across learning groups while adding the perspective of analyzing learning issues developed by students without the assistance of a tutor. Lists of students' learning issues, interviews with the course director and course writer, and final examination scores were collected for 4 of 12 tutorial groups, representing 52 students, and 4 cases prepared by students. The mean case overlap in issues and content covered was somewhat lower for this study than for previous studies using staff tutors. Not having a tutor present during the initial case discussion may slightly reduce the amount of case overlap between faculty-intended learning objectives and the learning issues generated by students for the purposes of self-study. Only one-quarter of the 77 faculty objectives were identified by all 4 groups as learning issues. Results suggest that reliance on a tutorless format may not be appropriate when other sources of structure are absent from the curriculum. (Contains three tables and seven references.) (SLD) ED394986
Duran, R., & Szymanski, M. (1994). Improving Language Arts Assessment of Language Minority Students in Cooperative Learning Settings. Project 2.1. Designs for Assessing Individual and Group Problem Solving. Report of Preliminary Study on Cultural and Linguistic Influences on Group Interaction during Problem Solving. California Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: R117G10027 . Ensuring that new forms of assessment are fair and valid for language minority students is essential for research on assessing the performance of Latino language minority elementary school students engaged in a cooperative learning language arts curriculum in Spanish and English. Strategies for developing performance assessments are described, and results from a preliminary study implementing these strategies as part of the curriculum for 39 bilingual and monolingual third graders are presented. The research shows how the design of individualized performance assessments might be devised based on ethnographic observation of the children's interaction and goals for cooperative learning established by the teacher. How analysis of children's interaction in cooperative learning can show "in situ" classroom assessments among the children that help validate interpretation of performance is also described. Three appendixes contain study questions, charts of change, and transcript conventions. (Contains 11 references.) (Author/SLD) ED379295
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Eagle, C. J., & Others, A. (1992). Effects of Tutors with Case Expertise on Problem-Based Learning Issues. . Academic Medicine v67 n7 p465-69 Jul 1992 . Evaluation of problem-based learning tutorials with 70 medical students found that, when tutors had expertise in the clinical cases studied, student groups generated twice as many learning issues, and issues were three times more congruent with the case objectives. Additionally, groups with expert tutors spent more time overcoming identified learning deficiencies. (Author/DB) UMI Report/ISSN: ISSN-1040-2446 EJ448788
Edmondson, K. M. (1993). Concept Mapping for the Development of Medical Curricula. New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . This paper discusses the development of concept maps for an entire veterinary curriculum, for each of the planned courses, and for each of the case-based exercises in each course, drawing on current efforts at the College of Veterinary Medicine at Cornell University (Ithaca, New York) to develop an integrated curriculum for use in a problem-based format. Increased use of problem-based approaches to medical education has highlighted the challenges of curricular revision and interdisciplinary development. Venturing beyond disciplinary boundaries can be difficult, despite a desire to create interdisciplinary courses and adopt new ways of teaching. Concept mapping is an effective tool for developing an integrated curriculum. Examples are given of concept maps that represent an entire veterinary curriculum, specific courses, and case-based exercises. It is argued that concept mapping is a valuable tool for curriculum development of any scope or discipline, but is particularly helpful for creating interdisciplinary courses and case-based exercises. Nine figures illustrate concept maps. (Author/SLD) ED360322
Edmondson, K. M. (1994). Concept Maps and the Development of Cases for Problem-Based Learning. . Academic Medicine v69 n2 p108-10 Feb 1994 . Concept maps are used at the Cornell University (New York) college of veterinary medicine for curriculum planning, particularly development of problem-based cases for classroom use. The maps help prioritize concepts, refine objectives and details, articulate links between aspects of a case, and support overall course design. (MSE) UMI Report/ISSN: ISSN-1040-2446 EJ479596
Edmondson, K. M. (1995). Promoting Self-Directed Learning in Developing or Poorly Defined Subject Areas: A Problem-Based Course in Molecular Biology, Genetics, and Cancer. New York . A new problem-based course in molecular biology, genetics, and cancer for first-year veterinary students was developed at the College of Veterinary Medicine at Cornell University (New York). The course was developed out of a desire to foster student-centered and lifelong learning and to integrate basic and clinical science knowledge despite a lack of established hierarchies or authoritative texts. The course was first offered in 1993 using problem-based methods and was organized around seven case scenarios intended to be investigated by 14 six-person groups each working with one faculty member. Though faculty were pleased with the course outcome, students expressed a need for greater clarity on course structure and difficulty locating resource material. Minor course design changes were made and the second iteration of the course was better received by students. Student performance did not change but students' perception about what they learned and how it related to veterinary medicine was more positive. The improved student attitudes are attributed to a better "fit" between the implicit and explicit structure of the course. The importance of monitoring the quality of students' learning is discussed as is the role of concept maps for structuring and assessing understanding. (Contains 14 references.) (JB) ED387027
Edwards, J. C. (1990). The Problem-based Curriculum at Bowman Gray School of Medicine. . Academic Medicine v65 n6 p363-64 Jun 1990 . The Parallel Curriculum, a problem-based curriculum at Bowman Gray School of Medicine, Winston-Salem, North Carolina, is described through each year of study. The curriculum increases learning enjoyment by making medical students responsible for scholarly exploration and integration of knowledge and skills with faculty support. (Author/GLR) UMI EJ411989
Eisenstaedt, R. S., & Others, A. (1990). Problem-Based Learning: Cognitive Retention and Cohort Traits of Randomly Selected Participants and Decliners. . Academic Medicine v65 n9 suppl pS11-12 Sep 1990 . In this study of students (N=112) invited to participate in a hematology-transfusion medicine tutorial, it was found that students (N=59) receiving problem-based instruction did more poorly than controls on short-term examination but maintained their knowledge after two years better than control groups. (MLW) UMI Report/ISSN: ISSN-0022-2577 EJ416736
Engel, C., E., & Others, A. (1994). Annals of Community-Oriented Education, 1994. Annals of Community-Oriented Education v7 1994 Netherlands Available in paper copy and microfiche. EDRS Price - MF01/PC20 Plus Postage. Report/ISSN: ISBN-90-73026-04-0; ISSN-0924-9192 . This volume presents 47 papers addressing various aspects of community-oriented education; lists relevant and current books, articles and papers; and provides basic information about the international non-governmental organization, the Network of Community-Oriented Educational Institutions for Health Sciences. The papers are grouped into the following six categories: (1) strategies and change (with papers from India, Canada, the Philippines, China and the United Kingdom); (2) curricula and courses (from Australia, China, Sweden, the Netherlands, Ethiopia, India, Nigeria, Australia, and Egypt); (3) postgraduate and continuing education (Chile, Turkey, Italy, Australia, and Canada); (4) problem-based learning (United States, Australia, West Indies, Malaysia, and the Netherlands); (5) other methods and materials (Turkey, United Arab Emirates, Australia, Canada, Italy, United Kingdom, and Switzerland); and (6) assessment (India, Malaysia, Australia, United States, and Italy). A section on literature lists recent books, journals and newsletters, and recent papers on the following topics: assessment, assessment (objective structured clinical examinations), assessment with standardized patients, communication skills, community-based education, evaluation by students, ethics, learning, policy and strategy, problem-based learning, selection for admission, stress, and teaching. The final section provides information on the Network including a listing of member institutions, a listing of the Network executive committee and secretariat, a statement of the Network objectives, and an explanation of membership. (Many individual papers contain references.) (DB) ED385212
Engel, C., E., Others, A., "Community Orientation at Obafemi Awolowo College of Health Sciences, N. O. K. A. E. f. H. i. T. R. o. M. E. a. G. M. U. C., "Centre for Clinical Epidemiology and Biostatistics, U. o. N. R. F. H. T. M. S. U. C. o. M. C.-B. M. C. A. H. M., "Knowledge, L. a. L. T. D. a. t. C. R. W. P. a., "The Abuja Plan of Action: Arising from the African Ministerial Consultation on Medical Education, J., 1989, Abuja, N. T. v. i. a. l. o. r. b. o. m. e. a. a. f. r. p. o. p. h., care, p.-b., learning, change, s., selection, & communication, a. a. a. e. a. a. a. e. L. (1990). Annals of Community-Oriented Education, Volume 3, Part I, 1990. Netherlands Available in paper copy and microfiche. EDRS Price - MF01/PC06 Plus Postage. Secretariat of the Network of Community-Oriented Educational Institutions for Health Sciences, University of Limburg, POB 616, 6200 MD Maastricht, The Netherlands. Report/ISSN: ISBN-90-73026-02-4 . This collection gathers together several papers reflecting the state of the art in the development of community-based programs in health sciences education. Titles and authors are as follows: "Issues in Implementing a Problem-Based Learning Curriculum at the University of Sherbrooke" (Jacques E. Des Marchais; Bertrand Dumais); "Students' Perceptions after One Year of Problem-Based Learning at Sherbrooke" (David Barbeau ED331429
Engel, F. E., & Hendricson, W. D. (1994). A Case-Based Learning Model in Orthodontics. . Journal of Dental Education v58 n10 p762-68 Oct 1994 . A case-based, student-centered instructional model designed to mimic orthodontic problem solving and decision making in dental general practice is described. Small groups of students analyze case data, then record and discuss their diagnoses and treatments. Students and instructors rated the seminars positively, and students reported improved confidence. (Author/MSE) UMI Report/ISSN: ISSN-0022-0337 EJ496421
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Feletti, G., & Ryan, G. (1994). The Triple Jump Exercise in Inquiry-Based Learning: A Case Study Showing Directions for Further Research. . Assessment & Evaluation in Higher Education v19 n3 p225-34 1994 . The Triple Jump, a procedure for assessing students' problem-based learning, is applied to assessment of inquiry-based learning in a graduate course. Results suggest the need for more research into interrater reliability and other characteristics of the exercise. Some simple strategies for making the instrument cost effective are offered. (MSE) UMI Report/ISSN: ISSN-0260-2938 EJ496485
Ferrier, B. M. (1990). Problem-Based Learning: Does It Make a Difference? . Journal of Dental Education v54 n9 p550-51 Sep 1990 . Although it is not clear how important undergraduate professional education is in final practice behavior of the health professional, it is probable that graduates of problem-based curricula will be more effective continuing learners and therefore better practitioners because of a more positive feeling about learning and acquisition of self-directed learning skills. (MSE) UMI Report/ISSN: ISSN-0739-3180 EJ416783
Fiddler, M. B., & Knoll, J. W. (1995). Problem-Based Learning in an Adult Liberal Learning Context: Learner Adaptations and Feedback. . Continuing Higher Education Review v59 n1-2 p13-24 Win-Spr 1995 . Problem-based learning was used by 43 adult students (31 in independent study, 12 in class). Responses from 28 of first group and 9 of second indicated overall satisfaction with strategy, supporting its use in a liberal learning context. Ways to improve it, such as eliciting learners' hunches and emphasizing knowledge to be gained rather than the method, were identified. (SK) Report/ISSN: ISSN-0893-0384 EJ519266
Fisher, R. C. (1994). The Potential for Problem-Based Learning in Pharmacy Education: A Clinical Therapeutics Course in Diabetes. . American Journal of Pharmaceutical Education v58 n2 p183-89 Sum 1994 . A proposed problem-based course in clinical diabetes therapy at a pharmacy school is outlined. The interdisciplinary course requires students to develop or reformulate declarative and procedural knowledge in such a way that students' cognitive strategies are enhanced. Several sample clinical cases are appended. (MSE) UMI Report/ISSN: ISSN-0002-9459 EJ486662
Fletcher, B. C. (1985). Group and Individual Learning of Junior School Children on a Microcomputer-Based Task: Social or Cognitive Facilitation? . Educational Review v37 n3 p251-61 Nov 1985 . This study investigates whether groups of children on a microcomputer task show superior performance to individuals and whether the differences are due to social-cooperative or individual-cognitive facilitation. Considers the relationship between expressed knowledge and problem-solving performance across three conditions. (Author/CT) EJ326129
Foley, R. P., & Others, A. (1993). Planning and Implementing a Problem-Based Learning Rotation for Residents. . Teaching and Learning in Medicine v5 n2 p102-06 1993 . In an experimental program, problem-based learning was used as the primary instructional method for a one-month primary-care internal medicine rotation on AIDS (Acquired Immune Deficiency Syndrome) patient care. Resident, tutor, and faculty perceptions of the problem-based approach were positive. Despite substantial initial planning, little planning was needed between rotations. (Author/MSE) Report/ISSN: ISSN-1040-1334 EJ476066
Fulmer, C. L. (1993). Developing a Reflective Practice of Professional Development. . School Business Affairs v59 n9 p23-26 Sep 1993 . An alternative approach to the traditional methods of professional growth is the development of a "reflective practice." The learning process in reflective practice begins with the examination of an individual's own actions and contrasting the actions to the ideal or intent of the practice. The process results in behavioral changes that improve professional performance. (MLF) UMI Report/ISSN: ISSN-0036-651X EJ470520
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Gallagher, S. A., & Others, A. (1992). The Effects of Problem-Based Learning on Problem Solving. . Gifted Child Quarterly v36 n4 p195-200 Fall 1992 . This study found that participants (n=78) in Science, Society and the Future, a problem-based course for gifted high school students, exhibited significant improvement in problem-solving schemes compared to a group of 42 gifted nonparticipants. The pattern of change was not consistent across problem-solving steps. (JDD) UMI Report/ISSN: ISSN-0016-9862 EJ459543
Gallagher, S., & Others, A. (1995). Implementing Problem-Based Learning in Science Classrooms. . School Science and Mathematics v95 n3 p136-46 Mar 1995 . Describes how problem-based learning has been adapted for use in elementary and high school settings, including initiating learning with an ill-structured problem, using the problem to structure the learning agenda, and teacher as metacognitive coach. (31 references) (Author/MKR) UMI Report/ISSN: ISSN-0036-6803 EJ504099
Geerligs, T. (1994). Students' Thoughts during Problem-Based Small-Group Discussions. . Instructional Science v22 n4 p269-78 1994 . Examines problem-based small-group discussions and describes a study conducted in The Netherlands that investigated the thoughts of students, both content-related and non-task related, through a thought sampling method. Highlights include categories of students' thoughts; validity measures; and results of student questionnaires. (LRW) UMI Report/ISSN: ISSN-0020-4277 EJ499891
Gibson, I. W., & Gibson, K. L. (1995). Interactive Television and Problem Based Learning: Viable Delivery "Technologies" for Rural Teacher Education. . Education in Rural Australia v5 n2 p47-52 1995 . An Australian preservice teacher education course used interactive television to present real-life, rural teaching situations as examples of best practice. These were integrated with problem-based learning scenarios focusing on dilemmas faced by practicing teachers in multigraded rural classrooms. Evaluation revealed positive feedback from both students and cooperating teachers concerning program effectiveness. (LP) Report/ISSN: ISSN-1039-0026 EJ518726
Gijselaers, W. (1994). Analyses of Tutor Behavior at Different Time Points and within Different Departments. Netherlands . Questions about the necessity of tutors' content experience and what skills are required to make tutor behavior effective have received increased attention in the literature about problem-based learning. The present study attempts to examine the effects of context-specific variables through analysis of the generalizability of tutor behavior and the relationship between organizational background and tutoring. Subjects were 427 members of the academic staff of a Dutch medical school. Data were gathered about 2,299 tutorials over 8 consecutive years, with staff members guiding approximately 2 to 4 tutorials each year. Two studies were conducted, one to determine the stability of tutor behavior across different discussion groups; the other to explore influences on tutoring of departmental background. Results of the first study indicate that stability and generalizability of tutor behavior is low over multiple time points. Correlations between two consecutive tutorials were approximately 0.20. The second study shows that tutor behavior is related to departmental background. It is concluded that what a tutor does in a discussion group depends on context-specific characteristics and on organizational background, both features that should be considered in future research. Four tables are included. (Contains 17 references.) (Author/SLD) ED367715
Gijselaers, W. H., & Schmidt, H. G. (1992). Exploring a Model of Study Time Allocation in a Problem-Based Medical Curriculum. Netherlands . A study was done of the relation of time for individual study versus instruction time in a non-traditional, problem-based medical curriculum at the University of Limburg (Netherlands). The study collected data on 86 courses conducted in 5 consecutive academic years. In this problem-based approach, each curriculum year in the first 4 years comprises six 6-week courses which are organized around interdisciplinary themes central to medicine. During each course students met twice a week for a 2-hour small group tutorial in which problems were analyzed and learning goals formulated. Most of the learning took place individually. Scheduled activities included 4 hours a week of small-group tutorials, 2-to-4 hours of lectures and 2-to-4 hours of training in medical skills. The independent variable was the amount of instruction time and the dependent variable was the average amount of time spent on individual study. The individual study time was measured by asking students after each course to estimate the number of hours per week he or she spent on self-directed learning activities. Results of data analysis indicated that increasing instruction time generally led to a diminishing increase in individual study time. Included are 4 figures, 1 table and 19 references. (JB) ED347881
Gist, G. L. (1992). Problem-Based Learning: A New Tool for Environmental Health Education. . Journal of Environmental Health v54 n5 p8-13 Mar-Apr 1992 . Describes problem-based learning (PBL) as an alternative to internships in Environmental Health Education. Discusses teaching strategies, case study problem set development, and evaluation techniques applicable to PBL. Presents an overview of small group structures for cooperative learning, a list of learning resources, and a flow chart indicating cognitive events in PBL. (34 references) (MCO) UMI Report/ISSN: ISSN-0022-0892 EJ450665
Glaser, R., & Others, A. (1992). Cognitive Theory as the Basis for Design of Innovative Assessment: Design Characteristics of Science Assessments. California Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: CSE-TR-349 Contract no.: R117G10027 . Forms of reasoning and problem solving required of students by innovative assessment projects in science are examined. The initial phase identified activities and school systems where new forms of science assessment were being piloted. The following are general dimensions of performance that were identified: (1) structured, integrated knowledge; (2) effective problem representation; (3) proceduralized knowledge; (4) automaticity; and (5) self-regulatory skills. From the broad spectrum of projects studied, a few were chosen for detailed study. Research will continue in Connecticut for the Common Core of Learning, in the California Assessment Program's pilot of a statewide performance assessment at the fifth-grade level, and at two other California projects conducted by universities. Interviews with samples of students at the study sites are in various stages of completion. Other tasks and sites will be identified as the project begins to develop a framework for the construction of performance assessments. Seven figures illustrate the discussion. (SLD) ED357038
Glen, S. (1995). Towards a New Model of Nursing Education. . Nurse Education Today v15 n2 p90-95 Apr 1995 . Nursing education needs a new model of professional education that combines the liberal and vocational traditionsboth knowing that and knowing how. Problem-based learning provides a framework for linking theory and clinical practice in a meaningful way. (SK) UMI Report/ISSN: ISSN-0260-6917 EJ504447
Glidden, P. L. (1993). Using the Secant Method to Approximate the Roots of an Equation. . School Science and Mathematics v93 n1 p5-8 Jan 1993 . Describes the Secant Method, a numerical method to approximate solutions to equations for which symbolic solution methods do not apply. Illustrates the method using the EXCEL spreadsheet program. Discusses instructional implications of utilizing this method. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ460251
Golins, G. L. (1978). How Delinquents Succeed through Adventure Based Education. . Journal of Experiential Education v1 n2 p26-29 Fall 1978 . Maintaining that adventure based programs serving delinquent populations are proliferating, the author identifies five adventure education properties which impel a delinquent to rearrange his destructive ways: gamelike atmosphere; organization of participants into a primary peer group; use of the outdoors; nature of the problems posed; and instruction style. (JC) EJ191099
Goschen, C. (1994). GED Math for Workplace Students. Colorado Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . This curriculum module contains lesson plans and application activities that were developed to help adult students master the mathematics skills needed to earn a general high school equivalency diploma. Included in the module are materials designed to help students improve their understanding of mathematics and achieve the following objectives: use a systematic method for solving verbal mathematics problems, understand and solve arithmetic problems involving numerical concepts and primary-level operations, solve algebraic problems involving secondary-level mathematics skills, and solve plane and coordinate geometry problems involving several types of geometric figures. A syllabus detailing the topics and homework assignments of the 15-session course is provided along with student handouts and learning activities. (MN) ED380648
Gratch, J. M., & DeJong, G. F. (1991). Utility Generalization and Composability Problems in Explanation-Based Learning. Illinois Report/ISSN: UILU-ENG-91-1727; UIUCDCS-R-91-1681 Contract no.: NSF-IRI-87-19766 . The PRODIGY/EBL system Minton88 was one of the first works to directly attack the problem of strategy utility. The problem of finding effective strategies was reduced to the problem of finding effective rules. However, this paper illustrates limitations of the approach. There are two basic difficulties. The first arises from the fact that the utility of a control rule cannot be accurately determined from a single instance of the rule. This is a manifestation of a more basic problem which we term the utility generalization problem. The difficulty is that generalization techniques employed by speed-up learning systems are accuracy preserving but not utility preserving. The second difficulty is that control rules interact such that the utility of one control rule is a function of the other control rules in the system. This composability problem means that systems cannot reduce the problem of learning effective strategies to the problem of identifying rule utility in isolation. We document the seriousness of these problems with an example domain theory. With this theory, PRODIGY/EBL generates control strategies which are up to 17 times slower than the original planner. While this raises serious questions about the effectiveness of PRODIGY/EBL, we also claim that the utility generalization and composability problems are basic issues which are not adequately addressed by current speed-up learning techniques. We introduce an alternative technique called COMPOSER. This system is based on a sound statistical model which is validated with a series of experiments. COMPOSER successfully avoids the utility generalization and composability problems. (Contains 33 references.) (Author/ALF) ED353956
Grayson, P., & Others, A. (1987). Evaluation of a Television-Based Social Problem Solving Curriculum for Learning Disabled Children. New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Grant No.: G00-84-30-032 . Ninety-two learning-disabled children, aged 5-13, participated in an evaluation of the efficacy of a television-based social problem-solving curriculum. The 52 children in the curriculum group viewed 10 episodes from the "Inside/Out" series and participated in teacher-led discussions. The episodes dealt with expressing feelings, making new friends, practical jokes, embarrassment, emotional abuse at home, responsibility at home, peer acceptance, coping with bullies, positive thinking, etc. The Teacher Blaming and Peer Inclusion subtests of the Social Problem Analysis Situation Measure were administered as pre-posttests. Other data were gathered through peer ratings, teacher ratings, and observation of problem-solving ability during an arts and crafts activity. The "Inside/Out" curriculum was not found to be an effective means of changing learning-disabled children's social problem-solving knowledge, peer relations, or behavior. The curriculum-group children were not rated as more popular or less aggressive than control-group children. Several suggestions for improving the curriculum are offered. (Author/JDD) ED304861
Gregson, J. A. (1994). Posing Problems to Raise Student Consciousness about Values, Attitudes, and Worker Responsibilities: A Democratic Possibility. . Journal of Vocational Education Research v19 n4 p13-35 1994 . Drawing from Dewey and critical theory, an instructor used problem posing in an employability skills curriculum to promote reflection and involvement in 63 trade and industrial students. They learned to participate democratically, reflect on workplace and classroom practices, and integrate their experiences into the learning process. (SK) UMI Report/ISSN: ISSN-0739-3369 %K *Critical Theory *Employment Potential *Job Skills *Values *Work Attitudes *Work Ethic Consciousness Raising Democracy Higher Education Trade and Industrial Education EJ507748
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Haag, B. B., & Grabowski, B. L. (1994). The Effects of Varied Visual Organizational Strategies within Computer-Based Instruction on Factual, Conceptual and Problem Solving Learning. Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784. Pennsylvania . The purpose of this exploratory study was to examine the effectiveness of learner manipulation of visuals with and without organizing cues in computer-based instruction on adults' factual, conceptual, and problem-solving learning. An instructional unit involving the physiology and the anatomy of the heart was used. A post-test only control group design was applied with 74 undergraduate subjects from a large eastern university. Subjects were randomly assigned to one of three treatment groups: learner generated with cued visual organization; learner generated with uncued visual organization; and control (system-provided organization). The dependent variables measured the subject's ability to identify individual parts of the heart using visual cues; retain facts and definitions; reproduce key information; and utilize the information for problem solving. The results showed that in no case were the scores on either treatment group involving manipulation of visuals greater than the control group which provided the visuals. (Contains 30 references.) (Author/JLB) ED373716
Haas, N. M., & LoPresto, S. (1994). Panel Assessments: Unlocking Math Exams. . Educational Leadership v51 n5 p69-70 Feb 1994 . A Michigan high school's recent shift toward conceptual understanding and demonstrated performance inspired one math teacher to develop a panel performance-assessment process. For their midsemester and semester exams, students in algebra II and precalculus discuss before a panel of judges the solutions to complex problems. Panel assessment empowers students to construct knowledge and apply complex thinking skills. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ477529
Hadwin, A. F. (1996). Promoting Self-Regulation: Examining the Relationships between Problem-Based Learning in Medicine and the Strategic Content Learning Approach. Canada; British Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. An important mandate of higher education is to provide students with the skills and strategies required to become self-regulating lifelong learners. This paper analyzes and interprets data gathered from two instructional settings both of which have been structured to promote self-regulated or self-directed learning. It includes an interpretation of a series of discussions with medical students regarding their impressions about what makes the problem-based learning (PBL) environment successful and juxtaposes this with experiences related to promoting self-regulated learning through the strategic content learning (SCL) approach. The practice of PBL and SCL are examined in order to provide insight into how a collaborative learning environment can be orchestrated so as to simultaneously promote self-regulation, lifelong learning, and mastery of the core curriculum. The findings are interpreted using a theoretical framework based on notions of learning in a community and implications for the way in which participants learn to orchestrate and contribute to a community of learners oriented toward self-regulated learning and practice are discussed. Findings indicate that building a community of learners who are involved in strategic self-regulation requires careful orchestration on the part of the instructor. Contains 27 references. (JRH) ED396935
Hallinger, P., & McCary, C. E. (1990). Developing the Strategic Thinking of Instructional Leaders. . Elementary School Journal v91 n2 p89-108 Nov 1990 . Describes the development and use of a problem-based computer management simulation called In the Center of Things (ITCOT). Used to develop instructional leadership for school principals, the system is based on direct problem solving instead of traditional classroom coursework. (GH) UMI Report/ISSN: ISSN-0013-5984 EJ423487
Halmhuber, N. (1995). Knowledge, Motivation and Helping Behaviors in an Introductory Special Education Course. Michigan . This study examined different course delivery formats for an introductory special education course, focusing on their impact on student motivation, learning, and attitudes toward helping. The 3-credit course was offered in two formats: a traditional course format (one large lecture section that met for 100 minutes once a week for 150 students and an additional recitation section where about 30 students per section met with the professor weekly for an additional 50 minutes); and an experimental course format in which 30 self-selected students met twice weekly for 75 minutes and also used interactive computer modules corresponding to assigned text readings. Experimental group students were also divided into cooperative learning groups that solved authentic problems encountered in general education classes. Students in the experimental section showed increased intrinsic motivation and gains in self-efficacy (in contrast to students in the traditional format who showed decreased intrinsic motivation and decreased self-efficacy), as well as increases in perceived and actual knowledge. Experimental subjects also showed significant changes in empowerment based on a questionnaire on helping orientations. (DB) ED385053
Halperin, E. C., & Others, A. (1995). What Medical Schools and Universities Can Learn from One Another. . Academic Medicine v70 n10 p879-83 Oct 1995 . From universities' experiences, medical schools can learn innovative techniques of curriculum assessment and teaching, how to handle diversity issues, and ways to expand the definition of scholarship. In turn, medical schools can teach universities the importance of fiscal and regulatory accountability, benefits of interdisciplinary efforts, practical benefits of problem-based learning, and techniques for adjusting to rapid change. (Author/MSE) UMI Report/ISSN: ISSN-1040-2446 EJ516427
Hartley, J. R., & Tait, K. (1986). Learner Control and Educational Advice in Computer Based Learning: The Study-Station Concept. . Computers and Education v10 n2 p259-65 1986 . Comments on experience in developing a learner control system to enhance problem solving skills of higher education students applying mathematical methods in biological sciences; summarizes results of its validation and use; and outlines development of an educational advisor and supporting materials to provide support to students managing their own learning. (MBR) UMI EJ336271
Haygood, E. L., & Iran-Nejad, A. (1993). Analysis of Learning Conceptions Based on Three Modules. Alabama . Three learning modules are described and investigated as they reflect different students' conceptions of and approaches to learning. The Schoolwork Module (SWM) focuses on task performance and involves a passive, incremental, piecemeal, and rote memory method of learning, parallel to what might be implied by the Information Processing model of memory. The Intentional Learning Module (ILM) is based on the tacit conception of learning as constructive internalization of external knowledge. The learner views the body of external information as privileged expert knowledge to be internalized. The Interest Creating Discovery Module (ICDM) is based on the conception of learning as the reorganization of one's own internal knowledge. An inventory was designed to measure the conceptions of learning corresponding to these modules, and it was administered to 194 undergraduate students. Factor analysis was used. It is apparent that all three approaches are used by college students. Only 8 of the 84 items show significant use of SWM, while 7 show use of ILM, and 15 show significant use of ICDM. ICDM may reflect an incorporation of learning conceptions from SWM and ILM, or ICDM users have reinterpreted the questions within their own approach. Two tables present study data. (Contains 19 references.) (SLD) ED366630
Heerman, B. (1993). Transforming Social Studies Projects into Authentic Assessment. . Councilor v53 p23-28 Oct 1993 . Maintains traditional grading techniques can be a form of authentic assessment. Discusses three aspects of authentic assessment: (1) interdisciplinary problem-solving; (2) grading process as well as the product; and (3) developing a grading rubric to be shared with students. (CFR) Report/ISSN: ISSN-1056-0335 EJ509166
Hiebert, E. H., & Davinroy, K. (1993). Dilemmas and Issues In Implementing Classroom-Based Assessments for Literacy. A Case Study of the Effects of Alternative Assessment in Instruction, Student Learning and Accountability Practices. Colorado Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: CSE-TR-365 Contract no.: R117G10027 . Effects of introducing performance-based assessments into the classroom were studied by examining instruction, student learning, and teacher attitudes and practices. As part of the larger study, workshops were conducted with third-grade teachers from three schools engaged in constructing performance assessments of literacy. Data from transcripts of these workshops are the focus of this analysis of issues and dilemmas that arose. The task of embedding assessments like running records and written summaries into the instruction and assessment process elicited quite different responses from teachers. At one school, teachers analyzed and debated all aspects of assessment development and instruction. At another, teachers emphasized specifics and moved quickly to implement the assessments and develop specific instructional techniques and scoring schemes. At the last school, a global perspective on literacy and its assessment created the most dissonance because teachers realized that some of their students did not read very well, and they differed in reacting to this information. Mandated classroom-based assessment should be implemented with an awareness that teacher responses may vary greatly. Two tables present study findings. (Contains 29 references.) (SLD) ED378225
Higgins, L. (1994). Integrating Background Nursing Experience and Study at the Postgraduate Level: An Application of Problem Based Learning. . Higher Education Research and Development v13 n1 p23-33 1994 . A graduate nursing course that integrates academic content with students' clinical experiences using problem-based learning is described and evaluated. The approach was found to be effective, stimulating, and relevant for the students. Closer monitoring of student progress and more instruction in learning strategies are recommended. (Author/MSE) Report/ISSN: ISSN-0729-4360 EJ489646
Hilem, Y., & Futtersack, M. (1994). COMPANION: An Interactive Learning Environment Based on the Cognitive Apprenticeship Paradigm for Design Engineers Using Numerical Simulations. Educational Multimedia and Hypermedia, 1994. Proceedings of ED-MEDIA 94World Conference on Educational Multimedia and Hypermedia (Vancouver, British Columbia, Canada, June 25-30, 1994); see IR 017 359. France . The use of numerical simulations to design and analyze new products requires both conceptual and operational knowledge. This paper describes COMPANION: an intelligent multimedia system for vocational training used by engineers and technicians. A key concept in terms of training methodology is that of "situated learning," or continuous learning in the workplace. Cognitive apprenticeship is a design model supporting situational learning which is an extension of the traditional apprenticeship model focusing on learning problem solving skills in the practice of performing authentic tasks. The novice (apprentice) watches the expert performing the task, and the expert allows the novice to ask questions and perform small parts of the task, with the amount of the task carried out by the novice increasing as experience is gained. Following an introduction in section one, section two describes the different student uses of COMPANION, and shows how cognitive apprenticeship and hypermedia are integrated in the whole system. Section three focuses on the structure of COMPANION. Section four details the content of hypermedia modules used in conceptual knowledge acquisition. Section five describes how the operational knowledge is structured and acquired. Sections six and seven, respectively, detail the engineering activity and the technical assistant, which embodies the knowledge that becomes operational during problem solving with collaboration between the student and COMPANION. (Contains 17 references.) (Author/MAS) ED388257
Hill, J. R., & Hannafin, M. J. (1995). Technology for Teachers: A Case Study in Problem-Centered Activity-Based Learning. Proceedings of the 1995 Annual National Convention of the Association for Educational Communications and Technology (AECT), (17th, Anaheim, CA, 1995); see IR 017 139. Florida . This paper discusses the implications of using a problem-centered, activity-based approach to teaching technology that addresses everyday teaching and learning problems. An overview of the course, "Technology for Teachers," is provided, and the following factors that contribute to the teaching method are outlined: creating a context for learning; teaching in the way people learn; learners entering the classroom with a variety of experience; a different view of technology; and a desire to create a "hands-on, minds-on" environment for learning technology. The theoretical foundations underlying this open-ended learning environment are also discussed. Participants, goals, objectives, course implementation and requirements are presented; and the benefits, problems, and issues of teaching in this type of learning environment are discussed in relation to the learner and the instructor. (Contains 20 references.) (AEF) ED383301
Hmelo, C. E., & Others, A. (1994). The Cognitive Effects of Problem-Based Learning: A Preliminary Study. Tennessee . In a study of the development of measures that can assess specific learning and reasoning changes affected by a problem-based learning (PBL) curriculum in medical education, evidence is provided of the cognitive benefits of a PBL approach. To determine whether PBL students reach reasoning goals with a novel clinical case, the study evaluated directionality of reasoning, coherence of explanations, and use of basic science information in explanations for 20 medical students in a PBL class and 20 in the same core curriculum without the PBL experience. Both groups evaluated the same clinical case study. The paper-and-pencil measures that were developed revealed a significantly greater use of hypothesis-driven reasoning in the PBL group, as well as greater coherence in their explanations. PBL instruction appears to have distinct cognitive consequences that may influence medical practitioners throughout their careers and may shape the learning strategies they use in lifelong learning. Six figures present study data. (Contains 14 references.) (SLD) ED371026
Hohly, R. (1979). A Basic Problem Solving Skill Not Mastered in the Introductory Calculus Based Physics Course. Kansas Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. . It is conjectured that some skill entering into problem solving in physics courses might be responsible for making these courses so difficult. This might be the case if one or more basic problem-solving skills could not be mastered in the time and practice available. In order to test this hypothesis, a model of the way in which students solve problems is proposed. The model has six observable steps based on the structure of the solution; each step is assumed to correspond to a basic skill. For a fairly typical group of students in an introductory calculus-based physics course, it was found that all but two of these skills are learned as well as might be expected. The skills not learned at mastery levels are the recognition of laws that apply and the substitution of all definitions into laws. The later skill is learned rapidly and might be improved upon by additional materials, but the former skill is learned too gradually for substantial improvement to come about through practice. Thus the skill of recognizing which laws apply is likely to be a source of great difficulty presenting an unattainable goal of instruction in its mastery in problem solving. (Author/MK) ED180776
Honebein, P. C., & Others, A. (1993). The Effects of Modeling To Aid Problem Solving in Computer-Based Learning Environments. Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300. Louisiana Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . This study is an investigation of how modeling aids learners in developing problem solving skills within a computer learning environment. The task given to the 45 undergraduate and continuing education students serving as subjects, was to solve a crime in the computer game, "Where in Time is Carmen San Diego." Three subject groups received one of the following treatments: Expert Model, Novice Model, or No Model. Modeling entailed subjects viewing a computer-based animated and narrated movie showing how either an expert or novice completed the task. Results of the study indicate that modeling does not have an effect on the performance of participants, however it did contribute to the development of cognitive skills. (Contains 27 references.) (Author) ED362167
Hynes, M., & C., E. (1995). Ideas: NCTM Standards-Based Instruction, Grades K-4. Virginia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 22091-1593. Report/ISSN: ISBN-0-87353-422-0 . This document is a collection of activity-based mathematics lessons for grades K-4 from the "Ideas" department in "Arithmetic Teacher: Mathematics Education through the Middle Grades." Each lesson includes background information, objectives, directions, extensions, and student worksheets. A matrix is included which correlates the titles of the activities with the National Council of Teachers of Mathematics Standards that apply to the lessons. Lesson titles include: "Stones for the Postman's Palace," "Love Stamps," "How Mail Moves," "Beverage Sharing and Serving," "Measurement Scavenger Hunt," "What Can You Build with Two Triangles?," "How Do You Build Triangles?," "Graphing Trash Material," "Classroom Paper," "Buttons] Buttons]," "Shapes Art," "Sorting SKITTLES/Graphing SKITTLES," "Geometric Art," "Shapely Art," "Picturing Our Building," "Building with Newspaper Dowels," "Figuring in Football," "Get the Picture - Get the Story," "The Rhythm of Counting," "Measuring Music," "Which Flavor Wins the Taste Test?," "You Are the Pollster," "Exploring a Community," "Getting to Know You," "Have a Seat," "Computation Court: You Be the Judge," "Hop to It]," "Long Leaps for Olympic Gold," "Numbers on a Kite Tail," "Pin the Tail on the Kite," "How Big Is Your Heart?," "Every Beat of Your Heart," "Discovering Figures," "Geometric Figures," "Toy-Shop Numbers," "Post-Office Numbers," "Cut to Create," "Create a New Figure," Pizza Topping," and "Thumbprint Graph." (MKR) "Favorite Television Programs," "Pizza-Topping Combinations," "Favorite Pizza Toppings," and "Thumbprint Graph." (MKR) ED396956
Hynes, M., & C., E. (1996). Ideas: NCTM Standards-Based Instruction, Grades 5-8. Virginia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 22091-1593. Report/ISSN: ISBN-0-87353-426-3 . This document is a collection of activity-based mathematics lessons for grades 5-8 from the "Ideas" department in "Arithmetic Teacher: Mathematics Education through the Middle Grades." Each lesson includes background information, objectives, directions, extensions, and student worksheets. A matrix is included which correlates the titles of the activities with the National Council of Teachers of Mathematics Standards that apply to the lessons. Lesson titles include: "What Parts Do You Eat?," "How Can You Work It?," "Stamps with Patterns," "The Mail Route," "Tree-and-Pencil Measurements," "Range Finder," "What's Important about Triangles?," "How Many Triangles Can You Construct?," "Aluminum Cans," "How to Bag It?," "Getting the Facts," "Can It Be?," "Graphs of SKITTLES," "Preference Survey," "We Flip Over Art," "Testing the Strength of Paper Tubes," "Spanning to the Max]," "Super Bowl Scores," "Football Finances," "Rock 'r Rap," "What Should We Eat?," "Presidential Photo Finishes," "Lewis and Clark and Me," "Space Nutrition," "Which Way?," "Lock It Up," "Computation Court: Defend Your Decision," "The World's Fastest," "Weight Toss," "Fraction Kites in Motion," "High-Flying Fractions," "What's the Beat?," "Heartifacts," "Triangles," "Tessellation Combinations," "Sports Numbers," "Airport Numbers," "Make a Puzzle," "Triangular Regions Make Many Figures," "Name Your Tune," "History of Populations," "Heights of Students in Our Class," "About Our Class," "Television Commercials," "Television Viewing Time," and "Fingerprint Detective". (MKR) ED396955
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Jarvela, S. (1996). Qualitative Features of Teacher-Student Interaction in a Technologically Rich Learning Environment Based on a Cognitive Apprenticeship Model. Machine-Mediated Learning v5 n2 p91-107 1996. Describes a study that analyzed the qualitative features of learning interaction during classroom teaching and learning when mediating modern technological thinking and problem-solving skills for Finnish seventh graders. The learning interaction was organized according to the principles of a cognitive apprenticeship model and applied to a technologically rich learning environment. (Author/LRW) UMI Report/ISSN: ISSN-0732-6718 EJ523166
Jitendra, A. K., & Hoff, K. E. (1995). Schema-Based Instruction on Word Problem Solving Performance of Students with Learning Disabilities. Pennsylvania . This study examined the effects of a schema-based direct instruction strategy on the addition and subtraction word problem solving performance of three third- and fourth-grade students with learning disabilities. An adapted multiple probe across subjects design was used. The intervention involved training students to distinguish "change," "group," and "compare" problems and to label problem components using schemata diagrams for these problem types. Results indicated that the intervention was successful in increasing the percentage of correct word problems for all three students. In addition, maintenance and generalization of word problem solving was seen 2 to 3 weeks following the study. Student interviews also indicated that the strategy was beneficial. Contains seven references, three figures, and two tables. (DB) ED381990
Joiner, R., & Others, A. (1995). Peer Interaction and Peer Presence in Computer-Based Problem Solving: A Research Note. . Cognition and Instruction v13 n4 p583-84 1995 . Describes a series of preliminary studies suggesting that the benefits of collaboration may be not only the result of peer interaction but also due to peer presence. Suggests peer presence must be considered in all such studies, and that better integration of social and affective approaches with cognitive approaches may be necessary to understand peer facilitation of learning. (DR) Report/ISSN: ISSN-0737-0008 EJ515226
Jones, E. D., & Krouse, J. P. (1988). The Effectiveness of Data-Based Instruction by Student Teachers in Classrooms for Pupils with Mild Learning Handicaps. . Teacher Education and Special Education v11 n1 p9-19 Win 1988 . Student teachers (N=21) in elementary classrooms for mildly handicapped learners were randomly assigned to training and supervision in either databased problem-solving instructional approaches or conventional treatments. Teachers in the databased condition had significantly greater effects on reading achievement and off-task behavior control. No differences emerged for student performance in arithmetic. (Author/VW) UMI EJ373459
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Kalaian, H. A., & Mullan, P. B. (1996). Exploratory Factor Analysis of Students' Ratings of a Problem-Based Learning Curriculum. Academic Medicine v71 n4 p390-92 Apr 1996. A study of 71 Michigan State University medical school students in their first semester of a problem-based curriculum found that students' initial dependence on tutors progressed to an emphasis on learning resources. This result was congruent with the theoretical model of the dynamics of problem-based learning. (Author/MSE) UMI Report/ISSN: ISSN-1040-2446 EJ523061
Kaplan, R. G., & Harris, C. L. (1991). Looking beyond Children's Affective Communications: Implications for Informal Mathematics Assessment Based on Two Case Studies. . Focus on Learning Problems in Mathematics v13 n2 p45-51 Spr 1991 . Informal Assessment sometimes interprets enthusiasm and confidence in mathematics for cognitive competence. Presented are two case studies of interviews conducted to study the affective and reflective capacities underlying children's mathematical thinking during a nonroutine problem-solving task. (MDH) Report/ISSN: ISSN-0272-8893 EJ434959
Katims, N., & Others, A. (1993). Linking Instruction and Assessment in a Middle School Mathematics Classroom. . Middle School Journal v25 n2 p28-35 Nov 1993 . Describes the PACKETS Program for Middle School Mathematics, a research-based performance-assessment program being developed by the Educational Testing Service. The activities, based on real-life problems whose solutions must address a particular client's needs, are designed to promote student learning while allowing the teacher to document this learning. Samples of "big idea" newspaper articles are provided. (MLH) UMI Report/ISSN: ISSN-0094-0771 EJ474238
Kay, B. J., & Pittman, J. V. (1980). Engineering-Based Interdisciplinary Education for Health Systems Problem Solving. . Journal of Allied Health v9 n2 p112-18 May 1980 . Examines the educational challenges created by complex health care delivery systems and the need to train analysts and problem solvers to work effectively within these systems. Illustrates, through a course description, how cognitive and experiential learning approaches can provide the student with a bridge between acquiring technical skills and applying them in the real world. (CT/Author) Reprint: UMI EJ224878
Kennedy, J. (1993). Problem Solving on Geoboards. . Mathematics Teacher v86 n1 p82 Jan 1993 . Discusses possible approaches to solving the problem of how many different triangles can be formed on an n x n geoboard and the different geometric concepts utilized to formulate a solution. Approaches include counting strategies, writing a computer program, and using difference equations. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ460291
Kister, J., & Others, A. (1994). Life Planning Resource Guide. A Resource for Teaching the Life Planning Core Course Area of Ohio's Work and Family Life Program. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC12 Plus Postage. Vocational Instructional Materials Laboratory, Ohio State University, 1900 Kenny Road, Columbus, OH 43210-1090 (order no. WFL-03: $25; quantity discounts available). . This guide is designed to assist vocational home economics teachers in implementing the life planning course that is one of the six core course areas of Ohio's Work and Family Life program. Included in the guide are an introduction providing an overview of the practical problems proposed in the life planning core course area, four process modules, and seven content modules. The process modules cover the following topics: managing work and family responsibilities, solving personal and family problems, relating to others, and assuming a leadership role. Examined in the content modules are the following topics: developing a life management plan, ensuring wellness, building interpersonal relationships, building strong families, planning for a career, coordinating personal and career responsibilities, and using resources to meet needs and goals. Each module includes some or all of the following: statement of the practical problem covered in the module; process competency, competency builders, and supporting concepts covered in the module; teacher information (rationale, background information, references); learning activities; assessment activities; and student handouts (including checklists, worksheets, and case studies). (MN) ED375287
Kister, J., & Others, A. (1994). Nutrition and Wellness Resource Guide. A Resource for Teaching the Nutrition and Wellness Core Course Area of Ohio's Work and Family Life Program. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC12 Plus Postage. Vocational Instructional Materials Laboratory, Ohio State University, 1900 Kenny Road, Columbus, OH 43210-1090 (order no. WFL-04: $25; quantity discounts available). . This guide is designed to assist vocational home economics teachers in implementing the nutrition and wellness course that is one of the six core course areas of Ohio's Work and Family Life program. Included in the guide are an introduction providing an overview of the practical problems proposed in the nutrition and wellness core course area, four process modules, and eight content modules. The process modules cover the following topics: managing work and family responsibilities, solving personal and family problems, relating to others, and assuming a leadership role. Examined in the content modules are the following topics: promoting wellness and good health, relating food choices to wellness, relating psychological needs and food choices, planning food choices, obtaining and storing food, preparing and serving food, selecting and using equipment, and promoting wellness issues throughout society. Each module includes some or all of the following: statement of a practical problem; process competency, competency builders, and supporting concepts covered in the module; teacher information (rationale, background information, references); learning activities; assessment activities; and student handouts (including checklists, worksheets, case studies, and laboratory assignments). (MN) ED375288
Knapp, C. E. (1996). Just beyond the Classroom: Community Adventures for Interdisciplinary Learning. West Virginia Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. ERIC/CRESS, P.O. Box 1348, Charleston, WV 25325-1348 ($12). Report/ISSN: ISBN-1-880785-15-3 Contract no.: RR93002012 . Outdoor education, a general term describing the use of resources outside the classroom, has long been considered a method to improve student learning. This book aims to create a bridge between current school reform efforts and the field of outdoor education. Chapter 1 introduces the idea of outdoor education and relates several recent educational innovations to principles of outdoor education and experiential learning. These innovations include service learning, children's museums, constructivism, problem-based learning, technology-based authentic learning, concern for multiple intelligences, and interdisciplinary learning. Chapter 2 makes suggestions for planning outdoor learning, explains the role of the teacher in student-centered learning, and outlines a learning adventure model. Chapter 3 presents 12 outdoor adventures that move instruction into the community. Developed for grades 4-9, these adventures can be adapted to most ages or to nonschool situations or can be a model for teachers to develop their own thematic units. Each adventure contains an organizing problem, background, outcomes, activities, reflection questions, and performance assessments. Themes include observing people at the shopping center, community planning, local pollution problems, starting a democratic society, homesteading, seeing a city block, fast-food fact finding, scouting the school grounds, reading the cemetery "story," down the drain, nature in the city, and creating a nature trail. Appendices contain a brief history of outdoor education and experiential learning, an environmental inventory, bibliographies of related materials, guidelines for creating student-centered learning communities, related organizations, and 15 ways to study a place without a guide. Contains 44 references. (SV) ED388485
Koschmann, T. D., & Others, A. (1994). Using Technology to Assist in Realizing Effective Learning and Instruction: A Principled Approach to the Use of Computers in Collaborative Learning. . Journal of the Learning Sciences v3 n3 p227-64 1994 . In response to existing educational systems producing individuals who fail to have sound working knowledge bases, this article examines uses of technology to improve instructional methods. Reviews results of a case study that use problem-based learning as a collaborative learning method for medical undergraduates, and presents six principles of effective learning and instruction. (Contains 104 references.) (JMV) Report/ISSN: ISSN-1050-8406 EJ513823
Kurtz, B. L., & O'Neal, M. B. (1994). A Software Laboratory Environment for Computer-Based Problem Solving. Recreating the Revolution. Proceedings of the Annual National Educational Computing Conference (15th, Boston, Massachusetts, June 13-15, 1994); see IR 017 841. Louisiana . This paper describes a National Science Foundation-sponsored project at Louisiana Technological University to develop computer-based laboratories for "hands-on" introductions to major topics of computer science. The underlying strategy is to develop structured laboratory environments that present abstract concepts through the use of computer simulations. These simulations allow students to explore meaningful, but domain limited, problems that are representative of real problems solved by computer scientists and computer engineers. The laboratories focus on: spreadsheets; relational databases; data structures; graphics; the imperative, functional, and logical programming paradigms; and digital logic. Types of laboratories that are candidates for future development include finite state automata; automatic theorem proving; and machine organization and assembly language. In order to insure that the laboratory experiences are useful from a pedagogical standpoint, a rigorous evaluation program will be conducted. Pre- and posttests will be used to measure the changes in, and generalization of, problem solving abilities. Standardized instruments for measuring student attitudes will also be used. (Contains 11 references.) (AEF) ED396698
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Lawrence, B. H. (1996). Teaching and Learning via Videoconference: The Benefits of Cooperative Learning. Journal of Educational Technology Systems v24 n2 p145-49 1995-96. Describes the use of videoconferencing to teach courses for NYNEX (a New York telephone company) employees through the Center for Distance Learning of the State University of New York Empire State College. Topics include process education, cooperative learning, problem-based learning, student roles, and program effectiveness. (LRW) Report/ISSN: ISSN-0047-2395 EJ520266
Lee, M. (1993). Gender, Group Composition, and Peer Interaction in Computer-Based Cooperative Learning. . Journal of Educational Computing Research v9 n4 p549-77 1993 . Describes a study of fifth- and sixth-grade students that investigated the patterns of peer interaction among students working cooperatively in small groups on a computer-based problem-solving task and the effects of gender and group composition on peer interaction. Suggestions for future research are included. (Contains 86 references.) (LRW) Report/ISSN: ISSN-0735-6331 EJ477974
Lemke, J. L. (1996). Typological and Topological Meaning in Diagnostic Discourse. New York . A 6-minute, videotaped segment of discourse in a medical school classroom problem-based learning session is analyzed for evidence of the kinds of meanings being constructed, their functions, and the linguistic, kinesic, and other means by which they are being made. Three interdependent discourse agendas are distinguished: construction, maintenance, and negotiation of group interpersonal relations; negotiated construction of thematic views of medical phenomena; and enactment of cultural and subcultural norms and formations. Nonverbal evidence is examined alongside speech. Focus of the analysis is on a perceived tension between the norms and strategies of medical diagnostic discourse, as practiced by the students, and the nature of the phenomena as they are constructed. The diagnostic approach and underlying medical terminology are viewed as typological, in semantic terms, while the natural phenomena require more topological approach. The coach/tutor is seen as taking a typological approach, and the students as bringing a topological perspective. A transcription of the discourse segment is appended. Contains 11 references. (MSE) ED396534
Leutner, D. (1993). Guided Discovery Learning with Computer-Based Simulation Games: Effects of Adaptive and Non-Adaptive Instructional Support. . Learning and Instruction v3 n2 p113-32 1993 . System-initiated adaptive advice and learner-requested nonadaptive background information were investigated in computer simulation game experiments with 64 seventh graders, 38 college students, and 80 seventh and eighth graders in Germany. Results are discussed in terms of theories of problem solving, intelligence, memory, and information processing. (SLD) Report/ISSN: ISSN-0959-4752 EJ473799
Lewis, S., & Becker, J. (1991). Scientific Reasoning: Elementary Schoolers' Evidence Based Reasoning. California . Previous research has cast doubt on children's ability to use specified evidence when making causal inferences, or, indeed, to differentiate between the specified evidence and their own preconceptions, or "prior theories." The present study continues previous work by distinguishing between children's reasoning in conditions where sufficient or insufficient evidence is supplied, and by determining whether children appropriately change or maintain judgments when they experience reversals from sufficient evidence to insufficient evidence on a similar task. The present study extends previous work by: (1) the use of task variation designed to overcome causal reasoning compelled by the pattern of the data within task presentations; (2) the analysis of differences in reasoning between 7-year olds and 9-year olds, rather than only the latter; and (3) the utilization of both a multiple-choice format and a free-response format to minimize the "can't tell" responses. The subjects were 24 children, 12 of each age group, enrolled in a university-sponsored elementary school summer camp program. Each subject received eight tasks while individually interviewed and tape-recorded. Overall performances, in both the sufficient and insufficient evidence conditions, support the previous finding that children first relate their judgments to specified evidence when that evidence is sufficient, and only afterward might they extend this procedure to conditions where the evidence is insufficient. (JJK) ED348214
Lo, J.-J., & Others, A. (1994). The Participation, Beliefs, and Development of Arithmetic Meaning of a Third-Grade Student in Mathematics Class Discussions. . Journal for Research in Mathematics Education v25 n1 p30-49 Jan 1994 . Analyzes one third grader's participation in mathematics class discussions, his beliefs about class discussion, and his arithmetical development throughout a school year in a problem-centered learning classroom. Concludes that a fruitful classroom discussion both necessitates and, conversely, is facilitated by the negotiation of social norms and mathematics meanings. (MDH) UMI Report/ISSN: ISSN-0021-8251 EJ480150
Lush, R., M., I., & Others, A. (1993). Experimental Design for Clinical Research: A Student-Centered Problem-Based Approach. . American Journal of Pharmaceutical Education v57 n1 p39-44 Spr 1993 . A graduate pharmacy course in experimental design for clinical research is described. Students work in groups to design clinically feasible, statistically valid studies on assigned problems. Individual students also perform statistical analyses on data sets generated from similar clinical studies conducted by faculty. Observations about grading and format are offered. (Author/MSE) UMI Report/ISSN: ISSN-0002-9459 EJ461440
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MacIsaac, D. (1995). Curricular Reformation in Undergraduate Physics Laboratories Via Action Research. Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . A dissertation study is described which employed action research methods and was conducted over four semesters of practice in a large first year undergraduate physics laboratory making extensive use of microcomputer-based laboratory (MBL) technology. Three cycles of action research are recounted, along with the resultant changes in goals, methodologies, and curricular practices. The study included the pursuit of 10 students through the course by open-ended interviews, commentary, user observation protocols, and artifact analysis. The various curricular and instructional changes resulting from the study findings are reviewed. Findings include: (1) Study participants claim that they acquired previously unfamiliar technical skills, there was inadequate curricular feedback, and their laboratory experiences helped illustrate their lecture material; (2) Participants felt that the study itself was a valuable experience for them and led to an improvement in their physics learning; (3) Participants indicated that they felt that the preparation of joint lab reports made the reporting activity more worthwhile; (4) Participants appreciated the mental challenge of conceptual problems as opposed to the more typical algorithmic problems; and (5) Action research is not an appropriate method for pursuing student alternative conceptions research. Emergent knowledge claims, implications, and recommendations are also discussed. (Author/JRH) ED390673
Magill, M. K., & Others, A. (1988). A Computer-Assisted System for Analysis of Interaction in Problem-Based Learning Groups. . Evaluation and the Health Professions v11 n3 p318-32 Sep 1988 . A computer-assisted interaction analysis system that describes behavior in small groups and focuses on active clinical problem-solving was developed and tested. Teacher and class characteristics are incorporated into the simulation, allowing feedback for improvement of medical teaching skills. (TJH) EJ383278
Mandin, H., & Others, A. (1995). Developing a "Clinical Presentation" Curriculum at the University of Calgary. . Academic Medicine v70 n3 p186-93 Mar 1995 . The University of Calgary medical school revised its curriculum based on the way patients present to physicians. The curriculum defines 120 clinical presentations; describes appropriate clinical behavior of a graduating physician for each presentation; and specifies the knowledge, skills, and attitudes needed by the graduate for clinical problem-solving. (MSE) UMI Report/ISSN: ISSN-1040-2446 EJ501567
Mayo, P., & Others, A. (1993). Student Perceptions of Tutor Effectiveness in a Problem-Based Surgery Clerkship. . Teaching and Learning in Medicine v5 n4 p227-33 1993 . A study identified the characteristics of effective teachers in a problem-based medical course. Students (n=44) saw significant differences in faculty's skills, methods, and classroom management, rating them highest on classroom participation, enthusiasm, and comfort outside their expertise and lowest on providing feedback and addressing psychosocial issues. (Author/MSE) Report/ISSN: ISSN-1040-1334 EJ476085
McManus, M. M., & Aiken, R. M. (1995). Monitoring Computer-Based Collaborative Problem Solving. . Journal of Artificial Intelligence in Education v6 n4 p307-36 1995 . Undergraduate students used an intelligent collaborative learning system with the Jigsaw method of cooperative learning, and were monitored by the group leader as they developed algorithmic projects. The system components and operation are described. Students thought that the system, although slow, was easy to use and useful for collaborative work. (Author/JKP) UMI Report/ISSN: ISSN-1043-1020 EJ523170
Meinhard, & Richard, E. (1992). Concept/Process-Based Science in the Elementary School. Science Curriculum Concept Paper 5. Oregon Oregon Department of Education, 700 Pringle Parkway, SE, Salem, OR 97310-0290. . The Oregon vision for transforming science education is called concept/process-based science. It is not a program but a conceptual framework which presents goals for the direction of science program development. It focuses science programs on helping students develop basic scientific understandings through the use of the key processes of human problem solving. Section 1 of this document, "Elementary Science Education," consists of two subsections: "The Vision for Concept/Process-Based Elementary Science" and "Promoting the Development of Thought." The latter deals with coordinating five basic sources or factors which provide stimulation and support for students' cognitive growth. These are: (1) experience with objects; (2) social interaction; (3) beginning capabilities in initial conceptions; (4) language; and (5) developmentcoordinating the factors. Section 2, "Changes In Elementary School Science," consists of the following subsections: (1) "Changes in Curriculum"; (2) "Changes in Learning"; (3) "Changes in Instruction"; and (4) "Changes in Evaluation." Section 3, "School Support," contains information on (1) changes concerning program materials, support, and time allocation, and (2) changes in staff development, which concern teachers' understanding and practices. (PR) ED359058
Mennin, S. P., & Others, A. (1993). Performances on the NBME I, II, and III by Medical Students in the Problem-Based Learning and Conventional Tracks at the University of New Mexico. . Academic Medicine v68 n8 p616-24 Aug 1993 . Performance by University of New Mexico students on the National Board of Medical Examiners exam was compared for two curriculum tracks, conventional (n=508) and problem-centered (n=167). Results suggest that the more teacher-centered and structured curriculum prepared students better for Part I of the exam, and the student-centered, problem-based curriculum prepared students better for Part III. (Author/MSE) UMI Report/ISSN: ISSN-1040-2446 EJ469025
Morgan, P. I. (1980). Educational Diagnosis: A Performance-Based Approach. . Improving College and University Teaching v28 n2 p70-74 Spr 1980 . PROMIS (Problem Oriented/Medical Information System), a performance-based system of medical education, is described and suggestions for its application to other educational settings are discussed. PROMIS emphasizes the clarification of educational goals and the evaluation of students doing real work in real settings. (JMD) Reprint: UMI EJ225597
Moust, J. H. C., & Others, A. (1989). Peer Teaching and Higher Level Cognitive Learning Outcomes in Problem-Based Learning. . Higher Education v18 n6 p737-42 1989 . The relative effectiveness of staff tutors and student tutors in teaching higher level cognitive skills to University of Limburg (Netherlands) law students appears to be similar, but staff tutors are felt to be better because they are experts in their field. (Author/MSE) UMI EJ402614
Muth, R., & Others, A. (1994). Problem-Based Learning at the University of Colorado at Denver. . Journal of School Leadership v4 n4 p432-50 Jul 1994 . Three field-oriented, problem-based administrator preparation programs at the University of Colorado at Denver have provided opportunities and challenges. Student involvement in planning and conducting learning, collaboration among faculty and students, and use of performance-based learning outcomes and portfolio assessments are among the opportunities. (SLD) UMI Report/ISSN: ISSN-1052-6846 EJ524285
Myers, R. J., & Others, A. (1993). A Middle School's Experience with Hypermedia and Problem-Based Learning. Visual Literacy in the Digital Age: Selected Readings from the Annual Conference of the International Visual Literacy Association (25th, Rochester, New York, October 13-17, 1993; see IR 055 055. Virginia . This study examined whether the inquiry-based problem solving model supports sustained exploration of a multimedia database. This model contains five steps: (1) analyze the discrepant event from which a problem question is generated; (2) generate questions; (3) gather data; (4) analyze information; and (5) evaluate self. A group of 24 seventh graders were given a discrepant event about the Spaniards and the Aztecs and used a hypermedia database with the domain of Mesoamerican civilization. The desire to know appeared to be ignited by the discrepant event. Most students were engaged, motivated, displayed curiosity, and had fun. However, there might have been other contributing factors to student responses. As a result, it is not possible to conclude that the discrepant event inquiry approach provided motivation for sustained learning activities; however, it did appear to be at least one factor that led to a meaningful learning experience. (Contains 24 references.) (JLB) ED370567
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Nakhleh, M. B., & Krajcik, J. S. (1991). The Use of Videotape To Analyze the Correspondence between the Verbal Commentary of Students and Their Actions When Using Different Levels of Instrumentation during Laboratory Activities. . This paper discussed the use of structured observations as a research strategy in two recently completed studies that investigated students thought processes and behaviors in a microcomputer-based laboratory (MBL) environment and in other instrument-based laboratory environments. In the first study, students' behaviors and thought processes were investigated as they performed an acid-based neutralization. Eight students were divided into two groups and performed the same tasks but used different instruments. In the second study, students thought processes were investigated as they performed a series of acid-base titrations using either a microcomputer-interfaced pH probe, a stand alone pH meter, or a chemical indicator to detect changes in the pH of the chemical system. Fifteen students were divided among the groups. In both studies, the students were encouraged to think aloud as they were videotaped performing laboratory activities, and were sometimes asked to clarify and explain their expressed thoughts. The videotapes were then analyzed to determine how well the students' actions corresponded to their self-reported thought-processes. Structured observations recorded provide data about how students interact both with the instrumentation of the treatment and with the cognitive tasks of the treatment. (Author/MLB) %C Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ED347064
Nickles, A., & Others, A. (1990). Core Curriculum. A Workplace Specific Curriculum. South Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC08 Plus Postage. . This core curriculum is designed for use in helping employees participating in a workplace-specific basic skills program develop basic team-building skills while simultaneously developing basic reading, writing, and mathematics skills. Although many of the instructional materials and sample forms included are applicable to employees in most industries and therefore suitable for use directly as provided, other materials are general "shells" that list topics to be covered and must be supplemented with information/materials specific to given companies/industries. The following topics are covered in the instructional units included: your company and industry, accountability, your pay and benefits, taxes, on the job, calculator operations, company forms, computer basics, problem solving, interpersonal relationships, handwriting, and writing skills. Each unit contains some or all of the following: objectives; curriculum outline; lesson plan detailing the activities to be completed in each lesson; teacher information on topics such as sources of instructional and resource materials, materials/supplies needed, and recommended background materials; and sample forms, student handouts, learning activities and exercises, vocabulary lists, and answer keys. (MN) ED368902
Norman, G. R., & Schmidt, H. G. (1992). The Psychological Basis of Problem-Based Learning: A Review of the Evidence. . Academic Medicine v67 n9 p557-65 Sep 1992 . Review of experimental evidence concerning the effectiveness of problem-based learning suggests that the approach may not improve content-free problem solving; may initially reduce learning levels but fosters long-term retention; may enhance transfer of concepts and integration of concepts into clinical problems; enhances intrinsic interest of subject matter; and enhances self-directed learning. (Author/MSE) UMI Report/ISSN: ISSN-1040-2446 EJ451745
North, B. (1995). The Development of a Common Framework Scale of Descriptors of Language Proficiency Based on a Theory of Measurement. . System v23 n4 p445-65 Nov 1995 . Reports on results of a Swiss project designed to provide descriptions of language competence at various cross-over points at which Swiss learners change from one educational sector to another in order to create a coherent information system for course planning, coordination of certification, self-assessment, and reporting achievement. (72 references) (CK) UMI Report/ISSN: ISSN-0346-251X EJ521623
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Okolo, C. M. (1992). The Effects of Computer-Based Attribution Retraining on the Attributions, Persistence, and Mathematics Computation of Students with Learning Disabilities. . Journal of Learning Disabilities v25 n5 p327-34 May 1992 . Results of this evaluation study did not find that attribution retraining (embedded within a mathematics computer-assisted instructional program) had a significant impact on the attributions of 29 students with learning disabilities. However, students in the attribution retraining condition did complete more program levels and scored higher on problems practiced than did controls. (Author/DB) UMI Report/ISSN: ISSN-0022-2194 EJ448573
Organization. (1975). Career Clarification Program: A Problem-Solving Approach. Experience Based Career Education. Student's Edition. Pennsylvania Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Research for Better Schools, Inc., 444 North Third Street, Philadelphia, PA 19123 ($30.00 for both student's and group leader's manuals) Contract no.: NE-C-004-0011. This student workbook contains exercises to be used in career guidance classes. The exercises are designed to help the students understand the Career Clarification Program, think about themselves in relationship to careers, and practice decision-making skills. An instructor's guide (CE 023 587), which accompanies the student workbook, provides suggestions for the sequence and use of these exercises. These exercises are intended to serve as the student's journal throughout the program. (BM) ED179811
Organization. (1994). Assisting At-Risk Populations. Learning Guide 11. Project Connect. Linking Self-Family-Work. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Contract no.: WOCO945. This learning guide on assisting at-risk populations is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general guidelines/check list for users with key to symbols used to designate enhancement activities and general comments on assisting at-risk populations. The guide is divided into two parts that deal with the at-risk populations of dropouts and homeless persons. Competencies are identified for each part with a set of outcomes, definitions, key ideas, facilitator strategies, and learner activities. Supplementary and resource aids are listed at the end of the sections. Three competencies are addressed for dropouts: analyze reasons for dropping out of school; identify constructive ways to reinforce self esteem; and identify sources of assistance for achieving personal goals. Seventeen supplements contain information and activity sheets on the following: potential dropouts, reasons for dropping out, self-confidence, self-esteem, goal setting, and resources. This section contains 21 references. Four competencies related to the homeless are addressed: explain the circumstances which contribute to homelessness; identify problems resulting from homelessness and ways these might be resolved; describe ways in which homeless persons may seek to satisfy their human needs; and determine available sources of help for individuals and families facing homelessness. Twelve supplements include information and activity sheets on the following: housing crises, interpersonal crises, danger signals of becoming homeless, poverty, empathy, and government, community, and local sources of help. This section lists 27 references. (YLB) ED388820
Organization. (1994). Assisting At-Risk Populations. Secondary Learning Guide 11. Project Connect. Linking Self-Family-Work. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Contract no.: WOCO945. This competency-based secondary learning guide on assisting at-risk populations (dropouts and homeless people) is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish personal goals; communicate effectively; and apply management skills to situations faced as an individual, family member, student, and worker. Each learning guide includes the following sections: a general introduction and guidelines for using the material; a checklist for users for advance planning; introduction to the guide; specified competencies, with student outcomes/evaluations, definitions, key ideas, teacher strategies/methods, suggested student activities, sample assessments, and supplementary resources. The following competencies are addressed in the dropout section: analyze reasons for dropping out of school, identify constructive ways to reinforce self-esteem, and identify sources of assistance for achieving personal goals. Seventeen supplements contain information and activity sheets on the following: dropout characteristics, reasons for dropping out, self-esteem, psychological needs, confidence, understanding others, and dropout agencies. A bibliography contains 23 items. The homeless section addresses these competencies: explain the circumstances contributing to homelessness; identify problems resulting from homelessness and possible solutions; describe ways homeless persons may seek to satisfy their human needs; and determine available sources of help for individuals and families facing homelessness. Twelve supplements contain information and activity sheets on the following: housing crises, spouse/partner abuse, poverty, satisfying human needs, empathy, and government sources of help. A bibliography contains 28 items. (MN) ED388836
Organization. (1994). Authentic Task Development Records Selected from Those Submitted by Participants at the Integrated and Applied Curricula Conferences (February 2-3 and 15-16, 1994). Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. This document contains 88 authentic task development records that were selected from those developed by teams of secondary and postsecondary teachers at a conference to familiarize educators with Wisconsin's new performance-based assessment system. Presented first is an annotated list of the 17 Wisconsin Learner Outcomes that served as the foundation for Wisconsin's performance-based assessment system and for the task records presented. The remainder of the document is devoted to the task records, of which 34 were developed by discipline-specific teams and 54 were developed by interdisciplinary teams. Each record has the following components: learner outcome addressed, primary enablers, task, evaluation, desirable task characteristics, estimated time required, and name of preparer. Among the objectives of the tasks described in the task records are the following: revise products/performances/systems/ideas in response to relevant information; make informed decisions by examining alternatives and anticipating consequences of actions; achieve desired results by interpreting and executing instructions/plans/models/diagrams; recognize/devise systems and describe their interdependence; create high quality products/processes/performances to meet needs; respond to the aesthetic, intellectual, and emotional aspects of an event/performance/product; transfer learning to another context; recognize/define/solve problems; recognize/communicate strategies for accomplishing objectives; work in groups to accomplish a goal; develop/test a hypothesis; and identify/pursue compelling personal interests/goals; and recognize the influence of diverse cultural perspectives on human thought/behavior. (MN) ED395201
Organization. (1994). Improving Responses to Individual and Family Crises. Learning Guide 10. Project Connect. Linking Self-Family-Work. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Contract no.: WOCO945. This learning guide on improving responses to individual and family crises is part of a series of learning guides developed for competency-based adult consumer and homemaking education programs in community colleges, adult education centers, community centers, and the workplace. Focus is on the connections among personal, family, and job responsibilities so that these aspects of living will complement each other. Introductory material includes general comments for use of the learning guide; general guidelines/check list for users with key to symbols used to designate enhancement activities; and introduction. The guide covers four competencies: identify life situations that cause stress for individuals or families; describe ways children and adults may react to stress; determine strategies for coping with stress; and employ a conflict management strategy in a life situation. Materials provided for each competency include a list of learner outcomes, key ideas, definitions, strategies/methods for facilitators, and suggested activities for learners. Twenty-nine supplements contain information and activity sheets on the following: development through the life span, stress and stress management, case studies; support systems, values, anger, constructive communication, listening, and conflict. A bibliography lists 68 items. (YLB) ED388819
Organization. (1994). Potentials and Possibilities. Home Economics High School Competency Based Curriculum Guide. New Jersey Available in paper copy and microfiche. EDRS Price - MF01/PC19 Plus Postage. This competency-based curriculum guide contains activities designed to stimulate critical thinking and develop challenge-resolving skills while strengthening the fundamental precepts of home economics education. The home economics content area has been divided into duties and tasks. In each task, a challenge activity forms the basis for achieving competence through problem solving. Introductory materials include the following: a definition of critical thinking; conceptual framework; description of the challenge model; classroom strategies; list of Secretary's Commission on Achieving Necessary Skills (SCANS) competencies; duty statement/task list; two evaluation instruments recommended for use with the curriculum; sample resource data sheet; and glossary. The curriculum consists of nine duties: enhancing personal identity; managing resources; maintaining employment; strengthening families and other relationships; parenting and meeting needs of children; maintaining individual and family health through nutrition; managing food selection and preparation to meet nutritional needs; clothing self and family; and sheltering self and family. Each duty contains 3-12 tasks. Each task follows this format: performance objective; performance steps; enabling objectives; activities; and criterion-referenced measuresevaluation. Appendixes to each duty include a section that identifies specific High School Proficiency Test skills used in the learning activities. A resource list and publishers' list are also provided. (YLB) ED385698
Osterman, K. F. (1994). Communication Skills: A Key to Collaboration and Change. . Journal of School Leadership v4 n4 p382-98 Jul 1994 . Reviews research on organizational change and leader effectiveness, and argues that communication should be addressed formally in administrator and teacher preparation programs. An ongoing effort to develop a communication skills component of an administrator preparation program that incorporates problem-based learning is described. (SLD) UMI Report/ISSN: ISSN-1052-6846 EJ524282
Ostwald, M. J., & Others, A. (1992). The Application of Problem Based Learning to Distance Education. Australia; New South Wales . Since 1991, the problem-based learning (PBL) approach has been incorporated into the distance education program culminating in a Bachelor of Building degree from the Faculty of Architecture at the University of Newcastle, Australia. The Newcastle conceptual PBL model for on-campus courses was adapted to the special needs of distance learners. The briefings and lectures that are typically part of the interactive learning process that takes place in on-campus PBL-based courses have been replaced by scenarios and learning units. Learning units, which are designed solely to impart knowledge, are perceived by students as an "informative voice." They are separated by "asides," which offer directions and considerations but do not provide data or technical information. The alternation of learning units and "asides" provides a conversational medium through which the student interacts indirectly. Student feedback regarding the technique of simulated conversational exchange has been extremely positive. Because the technique gives the perception of a plot unfolding, it gives students the sense of direction, purpose, and integration that can so often be lacking in topic-centered distance education courses and thus helps improve distance learners' motivation to complete the course. (MN) ED359398
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Pajak, E., & Others, A. (1995). Using a PBL Student-Centered Approach to Doctoral Study. Georgia Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . When the University of Georgia's Department of Educational Leadership was formed from the merger of two earlier departments, the new entity developed an innovative doctoral program in educational leadership that incorporated principles of problem-based and student-based learning. The program was designed to promote the values, knowledge, and skills that educational leaders need to renew and improve schools and school districts. The initial group of students in the program were 10 experienced educational leaders who began course work in Fall, 1993. A faculty planning team agreed on certain presuppositions for the core 20-hour sequence of Professional Development Seminars. These seminars engaged students in problem finding, problem analysis, and solution finding as ways to renew and improve educational organizations. The instructional design assumed that students would be responsible for organizing and sequencing instruction about content from instructors, data collected from the host school district, and deliberations among themselves. A qualitative framework for evaluation of the seminars was used. Issues that emerged included the importance of building trust, taking risks, negotiating new roles, and expectations about resources (sources of knowing and validating knowing). An appendix is a 10-page introduction from a comprehensive study of the Clarke County School District (Georgia) written by the 1993-94 doctoral student team. Contains four references. (JB) ED383252
Pavelich, M. J., & Others, A. (1995). Real-World Problem Solving in Freshman-Sophomore Engineering. . New Directions for Teaching and Learning n61 p45-54 Spr 1995 . In an integrated four-course sequence, Colorado School of Mines engineering and science students work on open-ended, real-world problems prepared by government agencies and private companies that interact as clients with student teams. The program fosters intellectual development, teamwork, and communication skills. (Author/MSE) UMI Report/ISSN: ISSN-0271-0633 EJ499613
Pickell, G. C., & Others, A. (1991). A Summer Pre-Entry Program for Minority Students Incorporating Problem-Based Learning. . Teaching and Learning in Medicine v3 n1 p28-32 1991 . The University of California, Davis, medical school's intensive summer preentry program for disadvantaged minority students, which previews the first year curriculum, has incorporated a problem-based learning component to augment and prolong its effects. Objective measures of course effectiveness are unavailable; however, self-esteem, study skills, reasoning skills, and knowledge retention are enhanced. (MSE) Report/ISSN: ISSN-1040-1334 EJ427406
Pincus, K. V. (1995). Introductory Accounting: Changing the First Course. . New Directions for Teaching and Learning n61 p89-98 Spr 1995 . A new approach to introductory accounting at the University of Southern California teaches students to view issues from varied perspectives, broadens exposure to unstructured problems with more than one solution approach, and places accounting in real-world context. It has increased enrollment and persistence and attracted new students to the major. (Author/MSE) UMI Report/ISSN: ISSN-0271-0633 EJ499617
Pinkerton, K. D. (1994). Using Brain-Based Learning Techniques in High School Science. . Teaching and Change v2 n1 p44-60 Fall 1994 . A physics/chemistry teacher examined how brain-based learning environments could produce better learning conditions for students. He used thematic teaching, enriched language, naturally complex, long-term design and construction projects, and multifaceted assessment tools. The one-year curriculum indicated that teachers need not sacrifice content mastery for learning process skills. (SM) Report/ISSN: ISSN-1068-378X EJ494020
Pollak, A. (1995). Problem Solving. P.R.I.D.E. People Retraining for Industry Excellence. New Jersey Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: VA198A30142-93 . This guide, part of a series of workplace-developed materials for retraining factory workers, provides teaching materials for a workplace course in problem-solving techniques. The course is a review of basic problem-solving techniques focused on helping participants to be comfortable solving problems on the job. Topics covered include the following: defining a problem, writing a problem statement, steps in problem solving, creative thinking, people and problems, and an action plan for problem solving. The introductory materials include a course outline, course objectives, a topical outline, and information on course length and continuing education credits. Lesson plans for three sessions are provided. The session materials include teaching notes, information sheets, exercises, and worksheets. (KC) ED388796
Pulz, M., & Lusti, M. (1994). Case-Exercises, Diagnosis, and Explanations in a Knowledge Based Tutoring System for Project Planning. Educational Multimedia and Hypermedia, 1994. Proceedings of ED-MEDIA 94World Conference on Educational Multimedia and Hypermedia (Vancouver, British Columbia, Canada, June 25-30, 1994); see IR 017 359. Switzerland . PROJECTTUTOR is an intelligent tutoring system that enhances conventional classroom instruction by teaching problem solving in project planning. The domain knowledge covered by the expert module is divided into three functions. Structural analysis, identifies the activities that make up the project, time analysis, computes the earliest and latest start and finish times of each activity, as well slack times and critical paths, and cost analysis computes the minimum project time and the project costs by crashing all the activities. PROJECTTUTOR consists of two subsystems: the authoring component and the tutoring component. The authoring component, which offers natural language text and graphical network representations, is used by the teacher to specify case problems; a case problem consists of a text describing the problem and a framework describing the structure of the problem. The student uses the tutoring component to work on the case exercise. At any time, the student can ask the system to diagnose work, give hints for further solution steps, check whether a solution is correct, explain errors, or produce a (sub-)solution. A qualitative evaluation was carried out, showing that the students appreciated the advantages of the system compared to paper-and-pencil exercises. (Contains 11 references.) (AEF) ED388285
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Radius, Marcie, C., Lesniak, & Pat, C. (1988). Student Study Teams: A Resource Manual for Trainers and Implementors. Revised Edition. California Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Resources in Special Education, 650 University Ave., Room 201, Sacramento, CA 05825 ($20.00, $22.50 with binder). . The Student Study Team (SST) is a school site team which involves parents, students, and teachers working together to assist regular education students who are not progressing satisfactorily. The SST model aims to increase positive outcomes for students; improve the quality and efficiency of meetings; and increase personal satisfaction levels for teachers, parents, and the student. Section I, "Introduction and Rationale," defines the Student Study Team and outlines its benefits. Section II, "Key Elements of the Model," describes participation by parents and students, roles of team members, and use of wall charts to record information discussed during meetings. Section III, "Bilingual/Bicultural Considerations," focuses on effective use of the SST process with language minority students, modifications necessary in team membership, and considerations regarding language minority parents. Section IV, "Trainers' Guide," provides information on the training model, negotiating with school district administrators, and roles of "District Linker" and "Coach," along with a school site checklist, sample script, and training goals. A section on implementation and evaluation outlines necessary functions for successful SST operations and provides survey forms and checklists for evaluating the SST's effectiveness. Master copies for 27 training handouts are included. Appended are resource lists, background articles, and sample forms. (JDD) ED300983
Rahimi, A. (1995). Problem-Based and Conventional Medical Education from a Student Perspective: A Qualitative Analysis Comparing Students' Experience of Medical Education, Approach to Learning and Reading Comprehension. Linkoping Studies in Education and Psychology No. 45. Sweden Available in paper copy and microfiche. EDRS Price - MF01/PC08 Plus Postage. Report/ISSN: ISBN-91-7871-584-9; ISRN-LiU-IPP-STU45SE; ISSN-1102-7517 . This study examined students' experiences of university medical education, approaches to learning, and comprehension of learning tasks. It used semi-structured interviews with 60 preclinical and clinical medical students. Half of the students attended Gothenburg University (Sweden), which employed a conventional discipline-based curriculum, while the other half attended Linkoping University (Sweden), which employed a problem-based learning (PBL) curriculum. The results indicated that PBL students seemed to have experienced a more flexible, meaningful, and enjoyable education compared with their counterparts from the traditional program. PBL students showed an inclination toward adopting comprehension approaches both in general and to specific learning tasks, whereas the conventional students' propensity was toward reproductive strategies. As regards the students' comprehension of learning tasks, the results indicated that the students from both programs performed more or less equally. Appendices outline the course of study for medical students at Linkoping University and Gothenburg University. A list of Linkoping Studies in Education and Psychology is also included. (Contains 139 references.) (MDM) ED387019
Raisch, D. W., & Others, A. (1995). Incorporating Problem-Based, Student-Centered Learning into Pharmacy Externship Rotations. . American Journal of Pharmaceutical Education v59 n3 p265-72 Fall 1995 . Development and evaluation of a problem-based, student-centered (PBSC) curriculum, to be implemented as a pharmacy externship component, are described. Comparison of performance of 26 PBSC program and 19 control group students found the PBSC students scored significantly higher on knowledge and problem-solving portions of the exam. Students and preceptors also responded positively to the program. (Author/MSE) UMI Report/ISSN: ISSN-0002-9459 EJ516415
Rangachari, P. K. (1991). Design of a Problem-Based Undergraduate Course in Pharmacology: Implications for the Teaching of Physiology. . Advances in Physiology Education v5 n1 pS14-S21 Jun 1991 . An undergraduate course in pharmacology in which problem-based self-directed learning in the context of small groups provides students with an opportunity to take greater responsibility for their own learning is described. The objectives, examples of problems used in the course, and student evaluations of the course and tutors are included. (KR) UMI EJ442056
Reimann, P. (1994). Supporting Instance-Based Learning in Discovery Learning Environments. Germany . Recent research has demonstrated that knowledge about specific instances may be of more relevance to reasoning than has previously been assumed. Students can rely on principles they have learned, or they can recall something similar previously experienced, and base the new prediction on it in an instance-based approach. Instance-based (or case-based) problem solving is important in simulation environments. The CAse-BAsed Tutor (CABAT) is a tool that supports case-based learning in a simulation environment, specifically the computer-simulated laboratory environment DIBI. CABAT stores simulated experiments done by the student and uses the episodic knowledge when the student does a new experiment, reminding the student of the former solution. The interface for elaborated examples is described, and some early empirical results with a chess game that used the same approach are presented. Three figures illustrate the simulation approach. (Contains 17 references.) (SLD) ED378238
Rhoades, J. W. (1991). Principles of Teaching. Module. Missouri . This module on principles of teaching is 1 in a series of 10 modules written for vocational education teacher education programs. It is designed to enable the teacher to do the following: (1) identify subject matter and integrate that subject matter with thought-provoking questions; (2) organize and demonstrate good questioning techniques; and (3) evaluate responses and encourage all possible solutions. Introductory materials are as follows: lists of competencies and objectives methods of instruction, and suggested resources, and management logistics. The content of the module focuses on problem-solving techniques for teachers. Activities are provided to enable teachers to use the material learned. A domain identification form is included for identifying which objectives are primarily cognitive, psychomotor, or affective. An evaluation procedure is provided. (YLB) ED356341
Richards, B. F., & Cariaga-Lo, L. (1994). Curriculum Type and Sophomore Students' Preparation Time for the USMLE Step 1 Examination. . Evaluation and the Health Professions v17 n3 p329-43 Sep 1994 . Seventeen medical students in a problem-based learning (PBL) curriculum reported that on average they spent twice as much time preparing for step 1 of the U.S. Medical Licensing Examination as did 52 students in the traditional lecture-based curriculum at the same school. Different learning approaches were also employed. (SLD) Report/ISSN: ISSN-0163-2787 EJ494068
Rogers, R. L., & Stemkoski, M. J. (1995). Reality-Based Learning and Interdisciplinary Teams: An Interactive Approach Integrating Accounting and Engineering Technology. Utah . This paper describes a reality-based learning project in which sophomore accounting and engineering students collaborated in interdisciplinary teams to design and build a million-dollar waterslide park. Two weeks into the project, the teams received a briefing from an industrial panel of engineers, bankers, entrepreneurs, and other professionals. Three weeks later the teams presented oral and written preliminary reports to their peers and instructors, followed by a progress report presentation at mid-term. The industrial panel then evaluated the progress reports and provided feedback. At the final presentation, teams provided drawings, scale-models, marketing materials, and financial statements to the industrial panel, which evaluated the projects and decided that two of the team projects were worthy of funding. Team members kept journals during the entire project, and evaluated their fellow team members through a fictitious $10,000 bonus to be divided among each team based on the work of each member. The paper concludes by evaluating the strengths and weaknesses of the student teams, which often had difficulty working together and responding to change. (MDM) ED392332
Ross, J. A., & Cousins, J. B. (1995). Giving and Receiving Explanations in Cooperative Learning Groups. . Alberta Journal of Educational Research v41 n1 p103-21 Mar 1995 . Examined patterns of giving and receiving explanations in three mixed-ability student groups (grades 7-10) working on problem-solving tasks. Groups were modeled after the cooperative learning approach, Student-Teams Achievement Divisions. Students infrequently sought explanations or received inadequate explanations, and explanation givers did not monitor help-seekers' understanding of explanations. (79 references) (LP) Report/ISSN: ISSN-0002-4805 EJ502056
Ross, S. M., & Others, A. (1988). Putting the Student into the Word Problem: Microcomputer-Based Strategies that Personalize Math Instruction. . Focus on Learning Problems in Mathematics v10 n2 p29-42 Spr 1988 . Reports on research designed to systematically examine how the use of personalized word problems as practice examples would affect learning and attitudes. A computer program was used to generate the problems. It was concluded that presenting problems in familiar contexts made materials more interesting and understandable for students. (PK) EJ370969
Roth, W.-M., & Roychoudhury, A. (1993). Using Vee and Concept Maps in Collaborative Settings: Elementary Education Majors Construct Meaning in Physical Science Courses. . School Science and Mathematics v93 n5 p237-44 May-Jun 1993 . Discusses Vee mapping, a technique to assist students in categorizing the relationship between the conceptual and procedural aspects of science. Presents a study to investigate elementary education majors' (n=27) use of the Vee heuristic and concept mapping for the construction of knowledge; attitudes toward learning science in collaborative groups; and knowledge of the process of learning science. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ463112
Rouse, M. W. (1990). Problem Based Learning: An Alternative to Traditional Education. . Journal of Optometric Education v15 n4 p111-12 Sum 1990 . A growing number of health care educators are concerned with the effectiveness of the traditional approach for educating health care practitioners. The problem-based learning approach has been advocated as an effective alternative method for addressing many current concerns and for producing a more effective doctor. (Author/MSE) UMI EJ411978
Rouse, M. W., & Borsting, E. (1990). Problem Based Learning in a Clinical Setting. . Journal of Optometric Education v15 n4 p123-26 Sum 1990 . A problem-based learning approach emphasizing problem solving and self-directed learning was designed for third-year students entering vision therapy clinic rotations. The approach's use in a clinical setting, student and faculty response, and preliminary conclusions about the approach's advantages and disadvantages are discussed. (Author/MSE) UMI EJ411981
Ruhland, S. K., & Wilkinson, R. F. (1993). Identification and Development of Academic and Higher-Order Workplace Competencies in the Missouri Marketing Education Core Curriculum. Section I. Missouri Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Instructional Materials Laboratory, University of Missouri, 2316 Industrial Drive, Columbia, MO 65202 (order no. 80-5001-1). . This document provides an overview of a project to identify the basic academic skills, advanced academic skills, and the higher-order workplace competencies for marketing education. It describes the following project activities: review of current literature and research in the field; review by business and industry representatives of the skills and competencies identified; alignment of the skills and competencies with the Missouri marketing education core curriculum; and development of teaching strategies and activities to support the integration of the skills and competencies into the core curriculum. Chapter 2 contains the definitions of the 6 basic academic skills, 7 advanced academic skills, and 37 higher-order workplace competencies. Chapter 3 presents the alignment of the marketing education core curriculum competencies using the skills and competencies. This alignment identifies the competencies within the nine curriculum units for Fundamentals of Marketing and Advanced Marketing courses. Chapter 4 provides worksheets for teachers to identify and cross-reference the skills and competencies with current teaching activities in each of the curriculum units in chapter 3. (YLB) ED358360
Ruhland, S. K., & Wilkinson, R. F. (1993). Integration of Skills and Competencies in the Missouri Marketing Education Core Curriculum. Section II. Missouri Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. Instructional Materials Laboratory, University of Missouri, 2316 Industrial Drive, Columbia, MO 65202 (order no. 80-5002-1). . This publication contains teaching activities for the Fundamentals of Marketing and Advanced Marketing curriculum. Chapter 1 presents an alignment of the marketing education core competencies within the nine curriculum units for Fundamentals of Marketing and Advanced Marketing as they relate to the basic academic skills, advanced academic skills, and higher-order workplace competencies. In addition, the skills and competencies are identified as they relate to the 14 Distributive Education Clubs of America (DECA) individual and chapter events. The next two chapters provide sample activities for the Fundamentals of Marketing and Advanced Marketing curricula. These activities include the following: a list of competencies; the list of basic academic skills, advanced academic skills, and higher-order workplace competencies; and a description of the activity with appropriate handouts. In the final chapter, the DECA individual and chapter events include a list of the basic academic skills, advanced academic skills, and higher-order competencies appropriate for each event. (YLB) ED358361
Ryan, C., & Koschmann, T. (1994). The Collaborative Learning Laboratory: A Technology-Enriched Environment To Support Problem-Based Learning. Recreating the Revolution. Proceedings of the Annual National Educational Computing Conference (15th, Boston, Massachusetts, June 13-15, 1994); see IR 017 841. Illinois . The Collaborative Learning Laboratory (CCL) is a technology-enriched environment for the support of collaborative learning activities. Networking, multimedia, and other computer facilities combine to augment Problem-Based Learning, a collective and student-centered method of instruction that has been used in professional education and is being introduced into secondary education. Problem-Based Learning is described, along with ways in which it can be enhanced through CCL features such as e-talk, the Teaching Case Library, and the Clinical Encounter Simulation Stack. (Contains 12 references.) (Author/BEW) ED396678
Ryan, G. (1993). Student Perceptions about Self-Directed Learning in a Professional Course Implementing Problem-Based Learning. . Studies in Higher Education v18 n1 p53-63 1993 . A study investigated the attitudes of 35 graduate nursing students toward the self-directed learning incorporated into a problem-based curriculum at an Australian university. Results show substantial and highly significant increases in student perceptions of themselves as self-directed learners and in perceptions of the value of self-directed learning, attributed to the educational environment. (Author/MSE) Report/ISSN: ISSN-0307-5079 EJ461387
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Salvador, R. J., & Others, A. (1995). Incorporating Problem-Based Experiential Teaching in the Agricultural Curriculum. . Journal of Natural Resources and Life Sciences Education v24 n1 p58-63 Spr 1995 . A forestry and agronomy course at Iowa State University incorporates problem-based team projects on real-world situations as a means of providing students with integrative and meaningful experiential learning. Student evaluations of these courses indicate that students recognize and appreciate the integrative nature of the problem-based team activities. (LZ) Report/ISSN: ISSN-1059-9053 EJ502188
Savery, J. R., & Duffy, T. M. (1995). Problem Based Learning: An Instructional Model and Its Constructivist Framework. . Educational Technology v35 n5 p31-38 Sep-Oct 1995 . Discusses the link between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. Defines constructivism, lists three primary principles of learning and understanding, identifies eight instructional principles needed for the design of constructivist learning environments, and presents a detailed instructional model of problem-based learning. (JMV) UMI Report/ISSN: ISSN-0013-1962 EJ512183
Savoie, J. M., & Hughes, A. S. (1994). Problem-Based Learning as Classroom Solution. . Educational Leadership v52 n3 p54-57 Nov 1994 . Problem-based learning allows students to tackle significant academic subject matter. A Canadian high school social studies teacher energized students by choosing a relevant problem (the changing family), organizing subject matter around it, making students responsible for shaping and directing their own learning, using small teams, and requiring students to demonstrate their learning through a product or a performance. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ492914
Scheid, K. (1994). Cognitive-Based Methods for Teaching Mathematics: Matching Classroom Resources to Instructional Methods. . Teaching Exceptional Children v26 n3 p6-10 Spr 1994 . This article offers suggestions for incorporating cognitive principles into mathematics instruction for students with disabilities, such as identifying underlying concepts and relationships and teaching them explicitly, and presenting instruction from a problem-solving perspective. A checklist is provided for determining whether or not elementary-level classroom resources incorporate principles of cognitive instruction. (JDD) UMI Report/ISSN: ISSN-0040-0599 EJ479362
Scheiman, M., & Others, A. (1989). Problem Based Learning as a Potential Teaching Approach: A Literature Review. . Journal of Optometric Education v15 n1 p8-15 Fall 1989 . Questions are raised about the effectiveness of the traditional lecture method in meeting the objectives of optometric education, and the use of problem-based learning as an alternative approach is examined. (MSE) UMI EJ396728
Scheiman, M., & Whittaker, S. (1991). Problem Based Learning: Use of the Portable Patient Problem Pack (P4). . Journal of Optometric Education v16 n2 p49-56 Win 1991 . The format and production of the portable patient problem pack, a patient simulation method designed for problem-based learning, are described. Clinical and didactic applications and development of materials specifically for optometric education are discussed and additional information for designing optometry-related materials is appended. (Author/MSE) UMI Report/ISSN: ISSN-0098-6917 EJ420290
Schieman, M., & Whittaker, S. (1990). Implementing Problem-Based Learning in the Didactic Curriculum. . Journal of Optometric Education v15 n4 p113-18 Sum 1990 . The Pennsylvania College of Optometry's experience in implementing problem-based learning, usually used in small classes, in a large group instructional situation in a traditional, subject-based optometric curriculum is described. Development of a modified approach, simulated patient problems, weekly quizzes, patient notes, large- and small-group discussion, and problem-based evaluation are discussed. (MSE) UMI EJ411979
Schmidt, H. G., & Moust, J. H. C. (1995). What Makes a Tutor Effective? A Structural Equations Modelling Approach to Learning in Problem-Based Curricula. Netherlands . This study tested a causal model of the influence of tutor behavior on student achievement and interest in the context of problem-based learning. Data were gathered from 524 tutorial groups involving students in the health sciences curriculum at the University of Limburg in the Netherlands during 1992-93. Correlations among the 261 tutors' social congruence, expertise use and cognitive congruence behaviors, and small-group functioning and students' self-study time, intrinsic interest in the subject matter, and level of achievement were analyzed using structural equations modelling. The study found that the tutors' level of expertise use and social congruence not only directly affected their level of cognitive congruence but also affected other elements of the model. The level of cognitive congruence influenced tutorial group functioning, which in turn affected student self-study time and intrinsic interest. The results suggest that subject-matter expertise, a commitment to the students' learning and their lives in a personal, authtentic way, and the ability to express oneself in the language used by the students are all determinants of learning in problem-based curricula. (Contains 14 references.) (MDM) ED385189
Schmidt, H. G., & Others, A. (1993). Influence of Tutors' Subject-Matter Expertise on Student Effort and Achievement in Problem-Based Learning. . Academic Medicine v68 n10 p784-91 Oct 1993 . A study of 336 staff-led, problem-based tutorial groups in a European university health sciences program found that students who were tutored by subject-matter experts achieved somewhat better and spent more time on self-directed learning. In addition, tutoring skill and content knowledge were important in effective tutoring. (Author/MSE) UMI Report/ISSN: ISSN-1040-2446 EJ472855
Schmidt, H. G., & Others, A. (1995). The Development of Diagnostic Competence: A Comparison between a Problem-Based, an Integrated, and a Conventional Medical Curriculum. Netherlands . This study compared the diagnostic performance of 612 second-, third-, fourth-, fifth-, and sixth-year students from three Dutch medical schools who were educated in either a problem-based, an integrative, or a conventional curriculum. The students were presented with 30 carefully selected clinical cases to diagnose. The study found that, overall, the students trained within the problem-based and integrated frameworks displayed better diagnostic performance than students trained within a conventional curriculum. No overall differences were found between the problem-based and the integrated curriculum, although second- and third-year students from the latter excelled the comparable year groups in the other curricula formats. The study concludes that integration between basic and clinical sciences and an emphasis on patient problems may be the critical factors determining superior diagnostic performance rather than whether a curriculum is self- or teacher-directed. (Contains 16 references.) (MDM) ED385190
Schor, N. F., & Others, A. (1995). Integrated Case Studies and Medical Decision Making: A Novel, Computer-Assisted Bridge from the Basic Sciences to the Clinics. . Academic Medicine v70 n9 p814-17 Sep 1995 . A medical school course integrating basic science and clinical issues consists of 13 problem-based learning exercises, each exploring a clinical case. Using networked terminals in specially-designed small-group rooms, students progress through cases with a faculty facilitator. Users cite access to better images, accountability, and juxtaposition of basic and practical science as advantages. (MSE) UMI Report/ISSN: ISSN-1040-2446 EJ514953
Schwartz, B. D. (1992). Testing between UG-Based and Problem-Solving Models of L2A: Developmental Sequence Data. . Language Acquisition v2 n1 p1-19 1992 . A novel approach is examined for using developmental sequence data for deciding between Universal Grammar-based and problem solving models of adult nonnative grammatical development. Results support the Universal Grammar-based model of nonnative language acquisition. (19 references) (Author/LB) EJ444589
Schwartz, P. L., & Others, A. (1987). The Case-based Learning Day: Introducing Problem-based Learning into a Traditional Medical Curriculum. . Medical Teacher v9 n3 p275-80 1987 . The Case-based Learning Day (CBLD) is a brief, self-contained exercise that is designed to introduce medical students and faculty to one of the methods which promotes active, self-directed learning of pre-clinical medical disciplines. The CBLD program and an evaluation of the program are described. (Author/RH) EJ378021
Schwartz, R. W., & Others, A. (1991). The History of Developing a Student-Centered, Problem-Based Surgery Clerkship. . Teaching and Learning in Medicine v3 n1 p38-44 1991 . A description of the development of a new surgery clerkship looks at institutional background (University of Kentucky College of Medicine) for the project, preliminary evaluation and planning efforts, formulation of an ideal for the clerkship, barriers to change, overcoming resistance to change, and comparisons with problem-based learning programs at other medical schools. (MSE) Report/ISSN: ISSN-1040-1334 EJ427408
Schwartz, R. W., & Others, A. (1994). Knowledge Gain in a Problem-Based Surgery Clerkship. . Academic Medicine v69 n2 p148-51 Feb 1994 . A study of 88 students in a problem-based surgery clerkship found significant gain in knowledge level, found to be linked to improved clinical performance. Additional findings included peers were good judges of students' knowledge and skills; faculty were not good judges of changes in student skills or ability to apply them. (MSE) UMI Report/ISSN: ISSN-1040-2446 EJ479599
Sfondilias, J. S., & Siegel, M. A. (1990). Combining Discovery and Direct Instruction Strategies in Computer-Based Teaching of Mathematical Problem Solving. . Journal of Computer-Based Instruction v17 n4 p130-34 Fall 1990 . Describes study of university students that investigated the effects of two direct instruction techniques in a computer-based algebra lesson: the cognitive routine (CR) and the Corrective Feedback Paradigm (CFP). Research design is explained, results are analyzed, and further research is suggested. (nine references) (LRW) UMI Report/ISSN: ISSN-0098-597X EJ421708
Shepard, L. A. (1995). Using Assessment to Improve Learning. . Educational Leadership v52 n5 p38-43 Feb 1995 . Describes a research project in a third-grade classroom that explored a spontaneous, bottom-up approach to developing and testing performance measures. After establishing project goals for reading and math instruction, the 14 participating teachers worked with University of Colorado researchers to develop summarizing activities, open-ended math problems, and new scoring methods for performance-based assessments. Children learned well from open-ended assessments. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ497535
Skavaril, R. V., & Others, A. (1976). The Use of CAI to Provide Problems for Students in Introductory Genetics. Journal of Computer-Based Instruction v3 n1 pl3-20 Aug 1976 . This paper describes an application of Computer Assisted Instruction named 'genpbs' consisting of five modules of preliminary instruction and 19 modules of problems for students in an introductory genetics course. Each problem module consists of an average of 14 problems arranged in increasing level of difficulty. The program also contains a report module designed for use by the course instructor to obtain an on-line summary of student performance in the problem modules. The program was tested by a group of 135 students in a formal course, and student performance data on the problem modules are reported. An evaluation of the program by the students indicated a highly favorable student reaction and an overwhelming preference for the computer problems as compared to problems and solutions placed on library reserve. A slight, positive correlation was found between time spent by the students on the computer and the course numerical grade. The mean course numerical grade for students using the computer was found to be slightly higher than the corresponding mean from a previous quarter when the computer was not used, but the difference was not statistically significant. (Author) ED136828
Smith, K. J., & Good-Zavagno, C. (1991). Writing as Problem Solving in the Second-Grade Classroom. . Journal of Reading, Writing, and Learning Disabilities International v7 n3 p243-53 Jul-Sep 1991 . An instructional method called Transformation-Based Writing is presented that encourages second graders to engage in writing strategies that are typically more advanced. The method begins with writers establishing goals centering on content and genre and achieving the goals through iterative application of problem-solving operations. (Author/JDD) Report/ISSN: ISSN-0748-7630 EJ437724
Sobral, D. T. (1995). The Problem-Based Learning Approach as an Enhancement Factor of Personal Meaningfulness of Learning. . Higher Education v29 n1 p93-101 Jan 1995 . This study compared the learning attitudes of 131 undergraduate medical students enrolled in sections of a course that used a problem-based learning (PBL) approach with 120 students enrolled in sections using conventional teaching methods. Student surveys indicated that the PBL course experience was perceived as a personally more meaningful learning experience than the conventional course experience. (MDM) UMI Report/ISSN: ISSN-0018-1560 EJ505312
Starkweather, J. A. (1968). Computer Science Instruction in Elementary Grades, an Exploration of Computer-Based Learning Methods. Final Report. During the exploratory phase of this two-year project, 234 instructional computer programs were written by 167 junior and senior high school students, instructed as individuals, in small groups, and in whole classes. Then a doctoral study investigated the effectiveness of computer-assisted instruction in the development of problem solving skills. The study compared three conditions of learning from booklets, three conditions of computer training, and one untutored group in each of six eighth grade classes, all crossed on sex and two IQ levels (above and below the class average). Data analysis showed that students below the class IQ average of 113 who used a combination of two types of computer training materials out performed every other group in the three main problem solving functions. A study of paired learners at different IQ levels used the same design as the doctoral study, but no significant results emerged. Negative results were also obtained from another small study which investigated ability changes in seventh grade students following experience in computer programing. Finally, two versions of the language COMPUTEST for the IBM 1620 and a conversational language for use on the IBM 360 remote terminals were developed. The dissertation provides the bulk of this document. (BB) Available in paper copy and microfiche. EDRS Price - MF01/PC08 Plus Postage. Contract no.: OEC-6-10-131 Project No.: BR-5-0652 ED021445
Stepien, W. J., & Others, A. (1993). Problem-Based Learning for Traditional and Interdisciplinary Classrooms. . Journal for the Education of the Gifted v16 n4 p338-57 Sum 1993 . Two applications of interdisciplinary problem-based learning at the Illinois Mathematics and Science Academy are described. In one application, seniors investigate dilemmas resulting from modern advances in science and technology; in the other sophomores study the critical decisions which drove American development. Evidence of program effectiveness is also reported. (Author/DB) UMI Report/ISSN: ISSN-0162-3532 EJ470803
Stepien, W., & Gallagher, S. (1993). Problem-Based Learning: As Authentic as It Gets. . Educational Leadership v50 n7 p25-28 Apr 1993 . For three years, Center for Problem-Based Learning at Illinois Mathematics and Science Academy has been developing innovative programs in various K-12 settings. Students meet an "ill-structured problem" (like thorium waste) before receiving instruction. Teachers act as coaches and tutors, probing findings, hypotheses, and conclusions; sharing their thinking when students need a model; and calling "time-out" discussions on thinking progress. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ461126
Stevens, S. A. R., & Wilkins, L. C. (1993). Engineers: DesignersNo Alibis. Australia; Victoria . Engineering is the science, art, and business of designing and getting things done; engineers are required to make things happen through interpersonal relationships. At Monash University (Australia), a new course, Management for Engineers, was set up in 1990 to encourage a more holistic approach to the process of engineering. The course included an examination of the context within which the end product is based. The techniques of problem based learning (PBL) were used to look at design as a problem solving activity for engineers. This report provides the outline for an engineering course that includes communication skills as a deliberate part of the design and places a strong emphasis on process and interaction. The style of the course delivery means, in practice, fewer lectures, more tutorials, and the use of cross cultural models to modify activities that would be appropriate for the group. Awareness of the specific culture and language of the engineering profession was given increasing attention throughout the course. Course orientation transfers the initiative from the lecturer to the student and immerses students in an environment that challenges them to think and to take responsibility for identifying and learning skills. (Contains 25 references.) (LL) ED367642
Stevenson, & J., E. (1994). Cognition at Work: The Development of Vocational Expertise. Australia; South Australia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia. Report/ISSN: ISBN-0-86397-055-9 . This book contains eight papers examining vocational expertise and how best to develop it. The first paper, "Vocational Expertise" (John Stevenson), presents five approaches to developing it. The role of context in patterning cognition is considered in "Authenticity in Workplace Learning Settings" (Stephen Billett). In "Learning in Apprenticeship Courses" (Glen Evans), conceptual and perceptual knowledge and performance are discussed as components of competence. "Train Simulators and the Development of Expertise" (Charlie McKavanagh) analyzes differences between novices and experts from the standpoint of their different approaches to problem solving. The conclusion of "Problem-based Learning in Workshops" (Howard Middleton) is that workshop-based programs are much more effective than teacher-centered technical and further education (TAFE) programs in helping students develop the creative thinking skills needed for the workplace. "Development of Expertise in TAFE Colleges" (John Stevenson, Charlie McKavanagh) explores the nature of teaching and learning in TAFE. "Measuring the Press for Skill Development" (John Stevenson, Charlie McKavanagh, and Alan Evans) discusses the Cognitive Power Holding Questionnaire, and "Pressing TAFE Learners into Far Transfer within a Competency-Based Training (CBT) Framework" (Fred Beven) uses the questionnaire to monitor emphases on different levels of cognitive procedures in a tourism and hospitality program course. All papers contain substantial bibliographies. Fifty-five tables/figures are included. (MN) ED380542
Suppes, P., & Others, A. (1969). Problem-Solving on a Computer-Based Teletype. Educ Stud Math 2 1 1-15. EJ011139
Swan, K., & Black, J. B. (1993). Knowledge-Based Instruction: Teaching Problem Solving in a Logo Learning Environment. . Interactive Learning Environments v3 n1 p17-53 1993 . Discussion of computer programming and knowledge-based instruction focuses on three studies of elementary and secondary school students which show that five particular problem-solving strategies can be developed in students explicitly taught the strategies and given practice applying them to solve LOGO programming problems. (Contains 53 references.) (LRW) Report/ISSN: ISSN-1049-4820 EJ479866
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Tanner, C. K., & Others, A. (1995). Problem-Based Learning: Relating the "Real World" to Principalship Preparation. . Clearing House v68 n3 p154-57 Jan-Feb 1995 . Describes a problem-based learning strategy which helps train principals for an increasingly demanding job. Conceptualizes problem-based learning; provides a rationale for this strategy; and uses a real example from a course in problem-based learning taught at the University of Georgia. (RS) UMI Report/ISSN: ISSN-0009-8655 EJ498920
Tarino, C. A., & Others, A. (1975). Career Clarification Program: A Problem-Solving Approach. Experience Based Career Education. Group Leader's Edition. Pennsylvania Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Research for Better Schools, Inc., 444 North Third Street, Philadelphia, PA 19123 ($30.00 for both the student's and group leader's manuals) Contract no.: NE-C-004-0011 . This document presents instructions for teaching the Career Clarification Curriculum, a group-oriented curriculum designed to help secondary students make career decisions. The materials and procedures are intended primarily for work with student groups of classroom size or smaller. The following information precedes the individual exercise instructions outlined by the curriculum: an overview of the Career Clarification Program; guidelines for using this manual; suggestions for setting up a calendar and curriculum sequence; suggestions for preparing the student journal; and group leadership guidelines. Instructions are then presented for teaching the curriculum exercises, which are divided into the following eleven areas: orientation; career exploration; career specialization; interpersonal skills; career exploration preview; career exploration/specialization review; the world of work; self-assessment; broad planning; decision making; and career actions. Finally, the year-end wrap-up activities are described. (BM) ED179810
Taylor, N., & Macpherson, C. (1992). Primary Science in Fiji: Some Reflections on Activity-Based Lessons. . Journal of Science and Mathematics Education in Southeast Asia v15 n2 p40-44 Dec 1992 . Reports observations of primary teachers (n=14) efforts to provide activity-based lessons for their pupils. Teachers' beliefs that their lessons were student-centered were not confirmed by the observations of the lessons. Discusses implications of the findings for inservice teacher education and parental involvement. (MDH) UMI EJ460279
Tedesco, L. A. (1990). Responding to Educational Challenges with Problem-Based Learning and Information Technology. . Journal of Dental Education v54 n9 p544-47 Sep 1990 . The paper addresses application of new educational technologies to dental education. Noted is technology's ability to create an electronic curriculum that uses images and text to advance problem-solving and problem-based learning. Information technology provides a risk-free (i.e., patient-free) environment for dental students to test decisions. (MSE) UMI Report/ISSN: ISSN-0739-3180 EJ416781
Tharp, M. L., & Uprichard, A. E. (1992). A Problem-Solving Inquiry-Oriented Approach to Learning Mathematics: Student/Teacher Interactions of Rule-Based Learners. Virginia Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. . Recent calls for mathematics instruction reform recommend that a problem-solving inquiry-oriented (PSIO) classroom environment be established. Students, however, may view mathematics as a static, ruled-based discipline that runs counter to the PSIO approach. A study examined the student/teacher interactions as seen from the viewpoint of five honors geometry students holding a rule-based viewpoint of mathematics as they participated in a PSIO approach to learning mathematics for an entire year. A case study methodology was employed to gain insight into students' beliefs, thinking, and behavior. Results are reported according to themes that emerged concerning the students' beliefs about understanding mathematics, learning priorities, learning strategies, and mathematical power. Findings indicated that rule-based learners in the PSIO environment: (1) chose to ignore opportunities to think about relationship and concepts in-depth; (2) used inappropriate cues based on emotion and external factors to decide when understanding is achieved; and (3) remain uninvolved in their learning and became more passive towards the end of the study. Appendices provide definitions, teacher observation checklists, and a student survey. (Contains over 100 references.) (MDH) ED355090
Thomas, R. G. (1992). Cognitive Theory-Based Teaching and Learning in Vocational Education. Information Series No. 349. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order no. IN 349: $8.75). Contract no.: RI88062005 . Cognitive theory and research are relevant to vocational education. Three theoretical perspectives underlie cognitive theory-based curriculum and instruction: information processing, knowledge structure, and social history. A review of these perspectives in vocational curriculum and instruction suggests that instruction supporting higher-level thinking is a possibility and a reality in vocational education. Instruction and assessment based on cognitive theory tend not to use traditional methods. Although development of assessment approaches lags behind instructional approaches, a more fundamental problem exists in the purposes and meanings of assessment. For example, emphasis in cognitive theory on self-monitoring and self-assessment raises issues of control of assessment. Other difficulties arise in comparing vocational and academic education and interpreting the outcomes. The new understanding of thinking and learning generated by cognitive theory suggests a need for major changes in educational methods, perspectives, and institutions. Barriers to change include the following: (1) vocational education research does not focus on teaching/learning; (2) teachers are not prepared in cognitive methods; (3) school structures hinder cognitive development; and (4) society does not demonstrate that thinking is valued. Vocational education can fulfill its role in cognitive development by providing real-world experiences, changing mind sets about assessment, and systematically researching cognition and vocational education. (200 references) (SK) ED345109
Thompson, D. G., & Williams, R. G. (1985). Barriers to the Acceptance of Problem-Based Learning in Medical Schools. . Studies in Higher Education v10 n2 p199-204 1985 . Among the barriers to acceptance of clinical problem-based medical education are institutional complacency and lack of rewards for teachers with academic competence in education rather than biological research and clinical care. (MSE) EJ321188
Tindal, G., & Nolet, V. (1995). Curriculum-Based Measurement in Middle and High Schools: Critical Thinking Skills in Content Areas. . Focus on Exceptional Children v27 n7 p1-22 Mar 1995 . The application of middle school and high school curriculum-based management (CBM) to critical thinking in content areas is discussed. The article outlines essential features of critical thinking assessments, development of CBM problem-solving prompts, and examples of scoring systems. An example involving a student with learning disabilities is included. (SW) UMI Report/ISSN: ISSN-0015-511X EJ508301
Tipping, J., & Others, A. (1995). Using Faculty and Student Perceptions of Group Dynamics to Develop Recommendations for PBL Training. . Academic Medicine v70 n11 p1050-52 Nov 1995 . A study investigated medical school faculty and student knowledge and perceptions of group dynamics in the context of problem-based learning (PBL). Observation of 27 first-year medical students and 3 faculty in University of Toronto medical school PBL groups revealed a generally low awareness of effective group dynamics. Comprehensive medical school training programs in this area are recommended. (Author/MSE) UMI Report/ISSN: ISSN-1040-2446 EJ516439
Trotter, A. (1995). Classroom Constructivism. . Executive Educator v17 n10 p25-27 Oct 1995 . Constructivism, which holds that knowledge is created out of each individual's own experience, is recapturing researchers' attention. To constructivists, teachers are not omniscient oracles, but nutritionists providing an environment for children to grow their own knowledge. Students might learn division by planning a field trip instead of completing textbook exercises. (MLH) UMI Report/ISSN: ISSN-0161-9500 EJ511736
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Underwood, G., & Others, A. (1994). Gender Differences and Effects of Co-Operation in a Computer-Based Language Task. . Educational Research v36 n1 p63-74 Spr 1994 . Single- or mixed-gender pairs of elementary children were told either to work cooperatively on a computer-based language task or be assessed individually. Performance measures indicated a disadvantage for mixed pairs, improved performance for cooperative pairs. Girls tended to cooperate regardless of being told to or not; mixed pairs cooperated little and pairs of boys had greatest gains when cooperating. (SK) Report/ISSN: ISSN-0013-1881 EJ478811
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van Merrienboer, J. J. G. (1994). Dutch Research on Knowledge-Based Instructional Systems: Introduction to the Special Issue. . Computers in Human Behavior v10 n1 p1-5 Spr 1994 . Provides an overview of this issue that reviews Dutch research concerning knowledge-based instructional systems. Topics discussed include experimental research, conceptual models, design considerations, and guidelines; the design of student diagnostic modules, instructional modules, and interface modules; second-language teaching; intelligent computer systems; and knowledge-poor approaches. (Contains two references.) (LRW) UMI Report/ISSN: ISSN-0747-5632 EJ474693
Vernon, D. T. A. (1995). Attitudes and Opinions of Faculty Tutors about Problem-Based Learning. . Academic Medicine v70 n3 p216-23 Mar 1995 . A survey of 882 medical school faculty serving as problem-based learning (PBL) tutors found that most felt that PBL and traditional curricula were approximately equally efficient for learning; PBL rated higher in student interest, faculty interest, personal satisfaction, student reasoning, and preparation for clinical rotations; and traditional curricula were superior for teaching factual knowledge of basic sciences. (MSE) UMI Report/ISSN: ISSN-1040-2446 EJ501571
Vickers, J. D. (1990). Catching Information Technology by the Tail for Problem-Based Learning. . Journal of Dental Education v54 n9 p557-29 Sep 1990 . Although computer-based resources are appealing, there is little evidence that they are superior to less expensive traditional educational technologies in medical and dental education, and their introduction will be slow until we learn to benefit from them. However, the communications aspects of technology may be much more important and should be the focus of attention. (MSE) UMI Report/ISSN: ISSN-0739-3180 EJ416785
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Walker, D. M. (1995). Practice What We Teach] Implementing a Problems of Practice Instructional Delivery Strategy. Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. . Indiana University South Bend (IUSB) School Leadership Project has adopted as a central educational strategy, problem based learning and its sub-model, problems of practice, in its program to prepare school leaders. Problems of practice is an active learning model that involves students in taking responsibility for their learning by immersing students into the problems of school administration by placing them at building sites with practicing administrators. In one of two projects, students sharpened their written communication skills by working in teams to write a memo to an area superintendent suing specific guidelines. In another project on time management, students were involved in a range of activities faced by a school principal. Over an hour or two they handled correspondents, dealt with interruptions, conducted a classroom observation, met with hostile parents, handled telephone interruptions, and made an oral presentation to a group of concerned parents. Principals from area schools provided realism by serving as hostile parents, being telephone interrupters, and concerned parents. Following the experience students worked in groups to establish priorities for the tasks from the time management activity. Student feedback has been consistently positive. Program advantages and pitfalls are noted in detail. (Contains 40 references.) (JB) ED387470
Ward, G., Robert, C., Borgers, S., & B., C. (1975). Decision Making 1. Affective 7.0. The purpose of this learning module developed at the University of Houston is to aid the prospective teacher in defining problems so that decision making can be handled in a flexible manner. The student is presented with five situations and asked to define the problem from the point of view of the student, the teacher, and the parent. The module has no prerequisites, no enabling objectives, and no preassessment procedures. The terminal objective is exploratory in nature. (HMD) ED100883
Weber, G., & Mollenberg, A. (1994). ELM-PE: A Knowledge-based Programming Environment for Learning LISP. Educational Multimedia and Hypermedia, 1994. Proceedings of ED-MEDIA 94World Conference on Educational Multimedia and Hypermedia (Vancouver, British Columbia, Canada, June 25-30, 1994); see IR 017 359. Germany . Novices in programming face many problems affecting their learning process and programming success. Learning to program includes using the programming environment, learning a programming language's syntax and semantics, understanding a problem and translating it into an executable plan, developing algorithms and programs, and testing and debugging programs. The knowledge-based programming environment ELM-PE is designed to support novices learning the programming language LISP. It has several features that are especially useful in problem solving in a new complex domain. These features are designed to avoid unnecessary mistakes, give immediate feedback, reduce memory load, support learner activity, and support example-based learning. Students can work on exercises with and without help from the system, to choose exercises on their own, to plan, program and debug function definitions, and to ask the system for help. The system remains passive as long as possible and offers advanced help only on demand. In an evaluation study, ELM-PE proved to be effective in facilitating learning. It was found that students who used the helping facilities often during the first lessons of programming performed well in a final exam; the more support available during the learning phase, the better students managed to solve the final programming problems when they were unable to use the advanced help system. (Contains 15 references.) (AEF) ED388302
West, J. F. (1985). Regular and Special Educators' Preferences for School-Based Consultation Models: A Statewide Study. Technical Report No. 101. Texas Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Grant No.: G008530160 . The study examined the preferences of 701 regular elementary teachers and 65 special education resource teachers for four school-based consultation models (collaborative, expert, medical, and mental health). Each model was assessed at each of five stages of the consultation process; (1) consultant goal; (2) problem identification; (3) intervention recommendations; (4) intervention implementation; and (5) nature/extent of follow-up. A hypothetical situation involving a regular classroom and resource teacher consulting with each other regarding a student with learning and behavioral problems was used as a reference for responding to a 20-item questionnaire. Results suggested a strong preference by regular and special educators for a collaborative model for problem-solving. Implications for training and practice are discussed in the context of perceived limitations of the study with relation to such factors as the sample itself, the instrumentation, and the design of the study. Respondents also provided information on personal background, current professional employment, and training/experience in consultation. The data revealed that regular and special educators are receiving little or no preservice or inservice training in consultation skills. Nine data tables are provided in an appendix. (JW) ED276230
West, S. A. (1992). Problem-Based LearningA Viable Addition for Secondary School Science. . School Science Review v73 n265 p47-55 Jun 1992 . This article defines and presents a rationale for problem-based learning in science teaching. The process of problem-based learning is outlined and its benefits explored. The use of problem-based learning in the classroom is illustrated to support it as a feasible teaching strategy for secondary school science. (Author/PR) UMI Report/ISSN: ISSN-0036-6811 EJ453500
Wheatley, G. H. (1992). The Role of Reflection in Mathematics. . Educational Studies in Mathematics v23 n5 p529-41 Oct 1992 . Discusses the limitations in the explain-practice and active learning methods of teaching mathematics. Proposes that problem-centered learning is a teaching method that encourages student reflection, and presents examples demonstrating that encouraging reflection results in greater mathematics achievement. (MDH) UMI Report/ISSN: ISSN-0013-1954 EJ465989
Whitaker, E. M. (1994). How We Teach Physiology. . Medical Teacher v16 n2-3 p197-201 1994 . Changes are being made in the medical physiology undergraduate curriculum at Leeds to help students take greater responsibility for their own learning. Describes the use of problem-based assignments, workbooks, clinical case studies, and computer-based learning exercises in the physiology course to encourage student-directed learning. (LZ) Report/ISSN: ISSN-0142-159X EJ510812
Wilkerson, L. (1994). Identification of Skills for the Problem-Based Tutor: Student and Faculty Perspectives. . Instructional Science v22 n4 p303-15 1994 . Describes a small-group, problem-based tutorial that was developed at Harvard Medical School. Topics discussed include recruiting and training faculty members for problem-based tutoring; students' ratings of tutors; students' written narratives; a survey of tutors' perspectives; and tutor effectiveness. (LRW) UMI Report/ISSN: ISSN-0020-4277 EJ499892
Wilkerson, L., & Feletti, G. (1989). Problem-Based Learning: One Approach to Increasing Student Participation. . New Directions for Teaching and Learning (The Department Chairperson's Role in Enhancing College Teaching) n37 p51-60 Spr 1989 . Problem-based learning is an approach that can be used to increase student participation while promoting the development of skills for lifelong learning. In solving problems learners acquire two types of knowledgeknowledge of concepts, principles and facts; and procedures for how to use them. (Author/MLW) UMI EJ385710
Willems, J. (1981). Problem-Based (Group) Teaching: A Cognitive Science Approach to Using Available Knowledge. . Instructional Science v10 n1 p5-21 Apr 1981 . Discusses the structure of a problem-based curriculum based on the complexity of the problems that the students must solve, taking into account the level they must attain and their previous experience with problem-based teaching. This approach is compared with the conventional teaching methods. Twenty-two references are listed. (CHC) EJ248900
Williams, R., & Others, A. (1995). Self-Directed Learning in Problem-Based Health Sciences Education. . Academic Medicine v70 n2 p161-63 Feb 1995 . A study investigated the amounts of time that 29 physiotherapy and 29 occupational therapy students in problem-based curricula spent in nonscheduled and scheduled educational activities, and whether students increased or decreased time spent while progressing through academic and clinical curricula. A general decrease in time spent on educational activities was noted. (Author/MSE) UMI Report/ISSN: ISSN-1040-2446 EJ499652
Woods, D. R. (1985). PS Corner: What About Problem-Based Learning? . Journal of College Science Teaching v15 n1 p62-64 Sep-Oct 1985 . Presents: (1) a list of ideas for teaching problem-solving; (2) a review of a problem-solving book used in medical education; and (3) a discussion of an approach called problem-based learning. (DH) UMI EJ325696
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Yarnall, L., & Kafai, Y. (1996). Issues in Project-Based Science Activities: Children's Constructions of Ocean Software Games. California Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. One of the most pressing issues in education is the importance of creating learning contexts and communities that are based on children's thinking in science and enhancing their understanding of pertinent concepts. In this research study, fifth grade students (N=20) were asked to design a game teaching younger students about the ocean environment. The games developed by the students were examined along with the electronic interactions among the game designers and the classroom consultants who were a group of more experienced students in the same school. The analyses of the games showed that there was a strong connection between the content integration and the science-oriented theme of the game. The analyses of the electronic interactions indicated that students made early decisions about where to focus their discussions and initial attempts to discuss science content were redirected to focus on programming issues. The effect of the game programming context and the high level of creative control accorded to students on the type of science content integrated into their games and the nature of their electronic interactions is discussed. It was concluded that this project-based learning environment heightened motivation and commitment. Contains 32 references. (JRH) ED395819
Yinger, J., & Eckland, R. (1975). Problem Solving with Children. . This unit of the Flexible Learning System (FLS) provides instruction for adults in helping children develop problem solving skills and attitudes, with particular emphasis on shifting the responsibility of solving classroom problems from teacher to children. Problems are treated as opportunities to learn in which individuals or groups want something changed, are personally affected, and are in a position to assume responsibility for solving the problems. Problems in the cognitive, social and personal domains are considered. Skills in problem identification and clarification, idea generation, implementation of solutions, and evaluation of results are explored. More than half of the book is devoted to teaching techniques for guiding children in problem solving activity. Techniques are grouped under "tuning in," "drawing out," guiding, and supporting the creation of possible solutions. Skills involve listening, paraphrasing, questioning, creating analogies and imagery, and connecting creations to reality. Thought problems, recognition of examples, recall of experiences, observations of children, classroom practice, and role play are embedded in 26 activities. Examples of classroom problems are interspersed among the activities. Related FLS units: "Helping Children Develop Healthy Self-Concepts"; "Understanding Children's Play Through Observation"; "Managing the Preschool Classroom"; "Communicating and Working with Parents." (Author/SB) Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. Far West Laboratory for Educational Research and Development, 1855 Folsom Street, San Francisco, California 94103 ($4.95) ED129454
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