Details

Autor(en) / Beteiligte

• O'Grady, Glen[Herausgeber]
• Yew, Elaine[Herausgeber]
• Goh, Karen P.L[Herausgeber]
• Schmidt, Henk[Herausgeber]

Titel

One-Day, One-Problem : An Approach to Problem-based Learning [electronic resource]

Auflage

1st ed. 2012

Ort / Verlag

Singapore : Springer Singapore

Erscheinungsjahr

2012

Link zum Volltext

• SpringerLink Books - AutoHoldings

Beschreibungen/Notizen

• Description based upon print version of record.
• Includes bibliographical references.
• Introduction and overview -- Preface -- Chapter 1: One-day, one-problem at Republic Polytechnic -- Chapter 2: A brief history of problem-based learning -- Chapter 3: Pedagogical philosophy underpinning one-day, one-problem -- Student learning -- Chapter 4: The process of student learning in one-day, one-problem -- Chapter 5: Problem-based learning and student motivation: the role of interest in learning and achievement -- Chapter 6: The student perspective: How students manage their learning at Republic Polytechnic -- Problems and scaffolds -- Chapter 7: Characteristics of effective problems -- Chapter 8: Scaffolding in problem-based learning -- Assessment -- Chapter 9:  Holistic assessment and problem-based learning -- Chapter 10: Assessing student learning: Daily self-assessment at Republic Polytechnic -- Facilitators -- Chapter 11: Teachers as facilitators -- Chapter 12: A staff education and development programme to support PBL -- Conclusion -- Chapter 13: Summary and conclusions.
• One-day, one-problem is a unique adaptation of problem-based learning (PBL) pioneered at Republic Polytechnic, Singapore. Here students are challenged each day with a problem from their domain and attain the necessary learning outcomes in the process of responding to the problem. Throughout the day students would engage in small group discussions, self-directed learning and conversations with their teacher who plays the role of a facilitator. This approach to learning and instruction represents a new brand of constructivist learning in a more structured learning environment compared to conventional PBL. This book contains a series of chapters by authors with first-hand experience in the one-day,one-problem PBL approach. Unlike other books on PBL, the chapters are both research-informed and practical. Results of empirical studies into the factors of PBL such as quality of problems, tutor behaviours, scaffoldings, student learning and interest are discussed together with practical implications for the educator.
• English