Problem-based learning

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational Psychology Review, 16(3), 235-266.

Type

Journal article

Intellectual base

Primary research

Year

2004

Volume

16

Issue

3

Pages

235-266

DOI

10.1023/b:edpr.0000034022.16470.f3

DOI registrant

Springer Nature

Link

https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

Cited from

education_pedagogy

Cited by

1 citation across 1 artifact.

Each citation links to the sentence it supports in the citing article.

Primes

• Constructivist Learning
  • Constructivist principles pervade contemporary educational and organizational practice across multiple sectors, with problem-based learning (PBL) standing out as a thoroughly studied implementation; Hmelo-Silver (2004) reviews PBL outcomes and design principles, building on the taxonomy Barrows (1986) introduced for medical education.

    This sourceComprehensive review of problem-based learning, its mechanisms, and empirical outcomes, building on Barrows's medical-education taxonomy (supports D48-049, D48-055).

    Supported in partVerified against the publisher's abstract

    Abstract-only: the abstract confirms the article reviews PBL and its empirical evidence, but never mentions Barrows's taxonomy or cross-sector organizational practice.

    “This article discusses the nature of learning in PBL and examines the empirical evidence supporting it.”

    Read by an automated reader; not a human review. How support was checked

Verification

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Registry ID ref:61c52a4ba937 · see in the full table