Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
01.08.2004
Verlag
Open University PressSeitenzahl
197
Maße (L/B/H)
22,7/15,3/1,3 cm
Gewicht
318 g
Sprache
Englisch
ISBN
978-0-335-21531-7
"This book closes a gap in the PBL literature. It is a thoroughly researched, well documented and engagingly written three part harmony addressing conceptual frames, recurring themes, and broadening horizons. An essential addition to your library."
Professor Karl A. Smith, University of Minnesota
"...a comprehensive guide for those new to PBL, and suitable for those new to teaching or for the more experienced looking for a new challenge."
Dr Liz Beaty, Director (Learning and Teaching), HEFCE
"This book vividly articulates the key ideas of PBL and provides new PBL practitioners with key guiding posts for its implementation. It is an excellent contribution to the art of using PBL."
Associate Professor Oon-Seng Tan, Nanyang Technological University, Singapore
·What is problem-based learning?
·How can it be used in teaching?
· How does problem-based learning affect staff and students?
· How do we assess and evaluate it?
Despite the growth in the use of problem-based learning since it was first popularised, there have been no resources to examine the foundations of the approach and offer straightforward guidance to those wishing to explore, understand, and implement it.
This book describes the theoretical foundations of problem-based learning and is a practical source for staff wanting to implement it. The book is designed as a text that not only explores the foundations of problem-based learning but also answers many of the frequently-asked questions about its use. It develops readers understanding beyond implementation, including issues such as academic development, cultural, diversity, assessment, evaluation and curricular models of problem-based learning.
Foundations of Problem-based Learning is a vital resource for lecturers in all disciplines who want to understand problem-based learning and implement it effectively in their teaching.
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