Problem-based learning: Using students' questions to drive knowledge construction

By Christine Chin, L. Chia. 2004

289 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/95e4642bfe4c0bda5d1f47ee686b5c05ae430331

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Baram‐Tsabari
2. Anat Yarden
3. Jonathan Osborne
4. Christine Chin
5. M. Zion
6. Irit Sadeh
7. Riasat Ali
8. Türk Fen

In Education

1. A. Baram‐Tsabari
2. Anat Yarden
3. Jonathan Osborne
4. Christine Chin
5. M. Zion
6. Irit Sadeh
7. Riasat Ali
8. Türk Fen

Citations in the corpus

• Problem‐based learning: Using ill‐structured problems in biology project work (2006, background): “This is particularly when a large proportion of students’ inspirations for their ideas may come from the home and through interaction with significant others, rather than from formal lessons at school (Chin and Chia, 2004a).”
• Problem-Based Learning in 9th Grade Chemistry Class: ‘Intermolecular Forces’ (2008, methodology): “PBL originally developed in medical school programs (Barrows and Tamblyn 1980), and was later adapted for use in science classes (Delisle 1997; Chin and Chia 2004; Gallagher et al. 1995).”
• Girls’ biology, boys’ physics: evidence from free‐choice science learning settings (2008, background): “Studying students’ questions can give teachers an awareness of what students are interested in and what they want to know about a given topic (Chin and Chia 2004).”
• Effect of Using Problem Solving Method in Teaching Mathematics on the Achievement of Mathematics Students (2010, background): “Each society expects from its education system that it enables the individuals to become an effective problem solver in their real life (Walker & Lofton, 2003; Chin & Chia, 2004).”
• Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, result): “…2004; Osborne et al., 2004a), including those already mentioned, have highlighted the importance of argumentative discourse in learning science, whereas other studies (e.g., Chin & Chia, 2004; Hofstein, Navon, Kipnis, & Mamlok-Naaman, 2005) have explored the role and value of students’ questions.”
• Applying Dale's Cone of Experience to increase learning and retention: A study of student learning in a foundational leadership course (2015, background): “In the Student Leadership project developing interview questions is also an essential aspect of problem solving (Chin and Chia, 2004).3 This skill is transferable to any discipline.”
• The Development of Dynamic Inquiry Performances within an Open Inquiry Setting: A Comparison to Guided Inquiry Setting (2009, background): “Open inquiry demands high-order thinking, and an important component in implementing such an inquiry is the teachers’ ability to motivate their students to ask those questions that will guide them in their inquiry (Chin & Chia, 2004).”
• Problem-Based Learning in Science Education (2009, background): “It is designed to help students; •Construct a broad and flexible knowledge base •Develop effective problem solving skills •Develop self directed, lifelong learning skills •Become effective collaborators and •Become motivated to learn (Chin and Chia, 2004).”
• Students' questions: a potential resource for teaching and learning science (2008, background): “…order thinking Dori & Herscovitz (1999) • Stimulate further inquiry into the topic via open investigations, problem-based learning, and project work Chin & Chia (2004); Crawford, Kelly & Brown (2000); Gallas (1995); Keys (1998); Pedrosa de Jesus, Neri de Souza, Teixeira-Dias & Watts (2005) •…”