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What's So Good About Problem-Based Learning?

What's So Good About Problem-Based Learning?,10.1207/s1532690Xci2201_3,Cognition and Instruction,Noel Capon,Deanna Kuhn

What's So Good About Problem-Based Learning?   (Citations: 38)
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In a systematically designed and controlled experiment conducted in a naturalistic in- structional setting, we examined adult students' learning of two concepts. Two intact classes taught by the same instructor were assigned to 1 of 2 conditions. In 1 class, in- struction was problem based for 1 concept. For a second concept, lecture/discussion was the exclusive method. In the other class, matching of concept and method (problem based or lecture/discussion) was reversed. Two forms of assessment of learning oc- curred 6 and 12 weeks following instruction. At the initial assessment, the lecture/dis- cussion group showed superior learning for 1 concept and the groups performed equiv- alently for the other concept. At the later assessment, however, the 2 groups showed equivalent ability to access each of the concepts, but each group showed superior expla- nation of the concept for which they had experienced problem-based learning. Results support the hypothesis of integration of new information with existing knowledge structures activated by the problem-based experience as the mechanism by which problem-based learning produces its benefits.
Journal: Cognition and Instruction - COGNITION INSTRUCT , vol. 22, no. 1, pp. 61-79, 2004
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    • ...Other studies found that although students who engaged in problem-based discussions did not outperform students who learned from lectures, they did retain more knowledge over longer periods of time (Capon and Kuhn 2004; Dochy et al. 2003; Eisenstaedt et al. 1990; Tans et al. 1986)...

    Floris M. van Blankensteinet al. Which cognitive processes support learning during small-group discussi...

    • ...In another study, Capon and Kuhn (2004) compared problem-based discussion with expository teaching...
    • ...Although in particular the experimental studies discussed above (Schmidt et al. 1989; De Grave et al. 1996; Capon and Kuhn 2004) suggest that group discussion and elaboration play an important role in students’ learning in PBL, the way in which they affect learning remains to be clarified...
    • ...As noted by Capon and Kuhn (2004), it is critical to examine the various components of PBL to ascertain what is and what is not essential for PBL to take place...
    • ...Capon and Kuhn 2004), the present study focused on the contents of what was discussed and learned, and attempted to relate these contents to subsequent achievement...

    Elaine H. J. YewHenket al. What students learn in problem-based learning: a process analysis

    • ...In a study by Capon and Kuhn (2004) about learning of two concepts, adult students showed a better performance in the long term, if they experienced problem-based learning...

    Gaitano Frankeet al. Conceptual Change in Students’ Molecular Biology Education: Tilting at...

    • ...K-12 and higher education classrooms, such as 7th grade geography (Simons and Klein 2007), 9th grade biology (Chin and Chia 2006), 9th grade chemistry (Tarhan et al. 2008), 12th grade biology (Goodnough and Cashion 2006), undergraduate chemistry (Overton and Bradley 2010), undergraduate physics (Sahin 2010), graduate psychology (Hays and Vincent 2004), graduate business administration courses (Capon and Kuhn 2004), and pre-service science ...

    Meilan Zhanget al. “What’s So Terrible About Swallowing an Apple Seed?” Problem-Based Lea...

    • ...Much like problem-based learning [8-10], the students are given a realistic problem with the goal to aid the students in the acquisition of critical knowledge, problem solving skills, self-directed learning and teamwork...

    Luciana R. Barrosoet al. Incorporating peer review of course term project in structural analysi...

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