Problem-Based Learning in Higher Education: Untold Stories.

By M. Savin-Baden. 2000

738 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/39663b660a8ea1030530c2c16cc90f0f28c48791

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Citations in the corpus

Problem-based learning: a student evaluation of an implementation in postgraduate engineering education (2005, methodology): “In this direction, instructional methods such as problem-based learning (PBL) could be beneficial, as Savin-Baden (2000) claims that it is capable of providing students with the means to acquire knowledge as well as develop desired skills and attitudes without the need for courses or workshops…”
Enquiry-Based Learning: perspectives on practice (2009, background): “Savin-Badin ( 2000 , 134) cites ‘issues of power and control in the learning context’ as potential obstacles to the effective use of PBL.”
Vygotsky's Zone of Proximal Development and Problem-based Learning: Linking a theoretical concept with practice through action research (2003, background): “PBL has been described as ‘an ideology routed in the experiential tradition’ (Savin-Baden, 2000, p. 17).”
Problem-Based Learning: Does Accounting Education Need it? (2012, background): “The rise of PBL is generally attributed to medical education in Canada and US in the 1950s and 1960s1 (Barrows, 1996; Boud & Feletti, 1991; Gijselaers, 1995; Savin-Baden, 2000; Spaulding, 1969).”
Approaches to Studying and Perceptions of the Academic Environment in Students Following Problem-Based and Subject-Based Curricula (2003, background): “Indeed, the role of the tutor in problem-based programs is very complex: by timely interventions and the creation of a positive ambience in student groups, tutors support and encourage students as they negotiate fundamental transitions in their views of themselves as learners (Savin-Baden, 2000).”
Taking a Leap of Faith: Redefining Teaching and Learning in Higher Education through Project-Based Learning. (2014, background): “Problem-based learning (PrBL) and projectbased learning (PBL) are similar yet different in conceptualization (Savin-Baden, 2000).”
Management of change : Implementation of problem-based and project-based learning in engineering (2007, background): “Today, many authors continue to differentiate between problem-based and projectbased learning (Prince and Felder, 2006; Savin-Baden, 2000).”
The Pros and Cons of Problem-Based Learning from the Teacher’s Standpoint (2011, methodology): “…Problem-based Learning (PBL) is capable of providing students with opportunities to learn conceptual knowledge and develop the skills and attitudes valued in their chosen careers – as well as in society at large – without the need to extend or overburden the curricula (Savin-Baden, 2000).”
Overcoming problems in problem‐based learning: a trial of strategies in an undergraduate unit (2008, background): “…groups and the time-consuming nature of PBL (Dolmans et al., 2001; Savin-Baden, 2000; Solomon et al., 1996), the findings of this trial support the assertion of a number of practitioners (Dolmans et al., 2001; Savin-Baden, 2000) that strategies can effectively be employed to reduce these problems.”
Problem‐based Learning: Influence on Students' Learning in an Electrical Engineering Course (2011, background): “…goals of PBL include fostering active learning, interpersonal and collaborative skills, open inquiry, real-life problem solving, critical thinking, intrinsic motivation, and the desire to learn for a lifetime (Barrows, 1998; Hmelo-Silver, 2004; Savin-Baden, 2000; Springer, Stanne, & Donovan, 1999).”
Quiet or questioning? Students' discussion behaviors in student-centered education across cultures (2014, background): “…developed in the West, more specifically in medical education in Canada in the 1960s, PBL has spread to different disciplines and countries around the world (Barrows 1996; Gwee 2008; Savin-Baden 2000), though its effect remains controversial (Dochy et al. 2003; Kirschner, Sweller and Clark 2006).”
Best Practice Guidelines on Prevention Practice, Research, Training, and Social Advocacy for Psychologists (2007, background): “…pedagogical methods that hold particular potential for teaching prevention are found in service learning (Delve, Mintz, & Stewart, 1990; Hondagneu-Sotelo & Raskoff, 1994; Roschelle, Turpin, & Elias, 2000) and in problem-based learning (Duch, Groh, & Allen, 2001; King, 1993; Savin-Baden, 2000).”
Life designing: A paradigm for career construction in the 21st century (2009, background): “It could be useful to set up some situations for service learning (Roschelle, Turpin , & Elias, 2000) where students are placed in real-world settings which can be arranged to address life-designing themes (Savin-Baden, 2000).”