Problem-based learning as a facilitator of conceptual change
Abstract
We investigated whether problem-based learning (PBL) can foster conceptual change. Students were randomly assigned to a PBL, lecture-based, or self-study group, all receiving instruction about the topic of Newtonian laws. Conceptual change was measured from pre- to immediate post-test (directly after instruction) and from immediate post-test to delayed post-test after one week. Results showed that the PBL-group outperformed both the lecture and...
Paper Details
Title
Problem-based learning as a facilitator of conceptual change
Published Date
Aug 1, 2015
Journal
Volume
38
Issue
38
Pages
34 - 42
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