What's So Good About Problem-Based Learning?

By Noel Capon, Deanna Kuhn. 2004

259 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/80828bedd581429c5d9a4bba008e1c7da2e3a8de

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In Developmental and Educational Psychology

In Education

Citations in the corpus

What students learn in problem-based learning: a process analysis (2012, background): “In another study, Capon and Kuhn (2004) compared problem-based discussion with expository teaching.”
Problem-Based Learning in K–12 Education (2011, methodology): “In the present work, we follow the studies of Capon and Kuhn (2004)”
Is Direct Instruction an Answer to the Right Question? (2007, background): “On the other hand, well-controlled experimental studies have shown that students’ learning is enhanced when they have identified a question or a problem to address ( Capon & Kuhn, 2004; Kuhn & Dean, 2005).”
Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence (2013, background): “…which a group works toward a joint goal, but again we see the simpler counterargument–rebuttal structure as an essential foundation for more complex collaborative inquiry in larger social groups, for example in problem-based learning (Capon & Kuhn, 2004; Pease & Kuhn, 2011; Wirkala & Kuhn, 2011).”
Comparing Four Instructional Techniques for Promoting Robust Knowledge (2015, background): “Capon and Kuhn (2004) hypothesized that problem-based instruction encourages the activation of prior knowledge and its integration with new information, compared with lecture and discussion-based instruction.”
Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006) (2007, background): “These experiments show that discussion of a problem prior to processing new information strongly facilitates the comprehension of that information attesting to the effectiveness of PBL (e.g., Capon & Kuhn, 2004; De Grave, Schmidt, & Boshuizen, 2001; Schmidt et al., 1989).”
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “In a well-controlled experimental study, Capon and Kuhn (2004) found that adult MBA students who engaged in PBL followed by a lecture on the targeted concepts demonstrated greater conceptual understanding of the targeted concepts than those who received a lecture first followed by PBL. There were no”
Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, methodology): “In a carefully controlled crossover study of MBA students, Capon and Kuhn (2004) randomly assigned students to either PBL-first, lecture-second or lecture-first, PBL-second condition for two different concepts.”
Learning from productive failure (2015, background): “More broadly, these findings can also be seen to be consistent with some forms of Problem-Based Learning (PBL) environments where students are given just-in-time instruction after they have engaged in problem-solving first (Capon & Kuhn, 2004; Hmelo-Silver et al., 2007).”
Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others (2011, result): “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).”
Productive Failure (2006, unknown): “More broadly, these findings can also be seen to be consistent with some forms of Problem-Based learning (PBL) environments in which students are given just-in-time instruction after they have engaged in problem-solving first (Capon & Kuhn, 2004; Hmelo-Silver et al., 2007).”
Problem-Based Learning: An Overview of its Process and Impact on Learning (2016, result): “However, in terms of longer-term knowledge retention, the results are significantly in PBL's favour.(9,26) In particular, Strobel and van Barneveld(27) analysed a number of meta-analyses on the effectiveness of PBL and found that PBL is more effective than traditional approaches when the measurement”
Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation (2009, unknown): “…learning (Guilies & Ashman, 2003; Sharan, 1990) collaborative learning (O’Donnell, Hmelo-Silver & Erkens, 2005); problem-based or inquiry learning (Capon & Kuhn, 2004; Knowlton & Sharp, 2003), experiential learning (Hopkins, 1994; Wurdinger, 2005), participant learning (Tsien & Tsui, 2007) and…”
Critical Thinking Across the Curriculum: A Vision (2016, unknown): “Kuhn and her associates (Capon and Kuhn 2004; Pease and Kuhn 2011; Wirkala and Kuhn 2011) in rigorous studies to be more”