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01.School Improvement: International Perspectives
02.Challenging Thinking about Teaching and Learning
03.Knowing Differently: Arts-Based and Collaborative Research Methods
04.Accessing the General Physical Education Curriculum for Students with Sensory Deficits
05.Easy, Enjoyable, Effective E--Learning (Includes DVD)
06.Environmental and Geographic Education for Sustainability: Cultural Contexts
07.Vocational Education: Current Issues and Prospects
08.Leading-Edge Health Education Issues
09.How to Solve Problems: New Methods and Ideas
10.Perspectives on Higher Education in the Digital Age
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Problem-Based Learning: Perspectives, Methods and Challenges
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Editors: Ruth Henderson
Book Description:
Problem-based learning (PBL) is a learner-centred approach that was conceptualised for graduate-entry medicine to prepare students for patient encounters in clinical practice. In PBL, under the guidance of a skilled “tutor,” small groups of students engage with “ill-structured” problems to identify gaps in their knowledge and understanding which they then research during the week and return to discuss their findings and to address any inconsistencies. With PBL designed for graduate students in a Western context in the 1960s, it has been adapted and customised, sometimes to such an extent that the approach is no longer recognisable as PBL. This excessive adaptation has clouded measurement of its educational effectiveness. Notwithstanding, PBL has been widely implemented in many disciplines and is now firmly entrenched as a small group, collaborative and active learning approach. This book discusses the perspectives, methods and challenges of problem-based learning. (Imprint: Nova)

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Table of Contents:

Chapter 1 (pp. 1-12)
Understanding Students’ Experiences of Problem-based Learning through an Analysis of Basil Bernstein’s Pedagogic Device
(Steven W. Whitcombe and Teena J. Clouston, Lecturer in Occupational Therapy and Health Professional Education, Reader in Occupational Therapy and Occupational Science, School of Healthcare Sciences, College of Biomedical and Life Sciences, Cardiff University, Cardiff, UK)

Chapter 2 (pp. 13-26)
Invisible Pedagogy: Developing Problem-Based Learning in Digital Contexts
(Wendy Barber and Roland vanOostveen, Faculty of Education, University of Ontario Institute of Technology, Oshawa, Canada)

Chapter 3 (pp. 27-34)
Problem-Based Learning, Best Practice in High School Science Teaching
(María Esther Urrutia Aguilar, Mónica Aburto Arciniega, Rosalinda Guevara Guzmán, Irene Durante Montiel, and Angélica Arce Cedeño, Facultad de Medicina, Universidad Nacional Autónoma de México, Col. Copilco Universidad, México)

Chapter 4 (pp. 35-54)
A PBL Training Program for Facilitators and Students Rooted in the Constructivist Philosophy
(Francine D. Salinitri, Brian L. Crabtree and Sheila M. Wilhelm, Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, MI, USA)

Chapter 5 (pp. 55-68)
Introduction of Problem-Based Learning in an Undergraduate Medical Education Program: Challenges and Opportunities in Curricular Reform
(Kulsoom Ghias and Rashida Ahmed, Department of Biological and Biomedical Sciences, Co-chair Undergraduate Curriculum Committee, Aga Khan University, Karachi, Pakistan, and others)

Chapter 6 (pp. 69-114)
Problem-Based Learning in Undergraduate Medicine: Perspectives, Challenges and Approaches
(Michelle McLean, Professor, Academic Lead: Problem-based Learning, Faculty of Health Sciences & Medicine, Bond University, Gold Coast, Queensland, Australia)

Chapter 7 (pp. 115-124)
Problem-Based Learning in a School of Pharmacy: 12 Years of Experience and Continued Evolvement
(Heather A. Kehr and Jacqueline L. Olin, Associate Professor of Pharmacy, Professor of Pharmacy, Wingate University School of Pharmacy, Wingate, North Carolina, USA)

Chapter 8 (pp. 125-148)
Science Education through Problem-Based Learning: A Review of Research Focused on Students
(Laurinda Leite, Luís Dourado and Sofia Morgado, University of Minho, Braga, Portugal)

Chapter 9 (pp. 149-164)
PBL and Technology-Supported Learning: Exploring the Right Blend
(Henk Huijser and Megan Yih Chyn A. Kek, Xi’an Jiaotong-Liverpool University, Suzhou, China/ Batchelor Institute, Batchelor, Australia & University of Southern Queensland, Toowoomba, Australia)

Chapter 10 (pp. 165-180)
Using Cognitive Load Theory to inform a Problem Based Approach to Learning Engineering Mathematics
(Michael Peters, Aston University, Birmingham, UK)


      Education in a Competitive and Globalizing World
   Binding: Hardcover
   Pub. Date: 2016 - 3rd Quarter
   Pages: 7x10 - (NBC-R)
   ISBN: 978-1-63485-183-1
   Status: AV
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
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Problem-Based Learning: Perspectives, Methods and Challenges