Learning to teach with problem-based learning

By R. Spronken-Smith, T. Harland. 2009

122 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/98b3c4283729b022878c426759083981a3d32272

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. Woei Hung
2. R. Spronken-Smith

In Education

1. Woei Hung
2. R. Spronken-Smith

Citations in the corpus

• Enablers and constraints to the use of inquiry-based learning in undergraduate education (2011, background): “Reactions to teaching inquiry for the first time can include fear, anxiety, stress, uncertainty and discomfort (Maurer 2007 ; Spronken-Smith and Harland 2009 ).”
• Theory to reality: a few issues in implementing problem-based learning (2011, background): “However, self-motivated PBL instructors may face the challenges of a lack of training on conducting a PBL course, limited (or no) support from the administration, and transitioning to assume the role of facilitators ( Spronken-Smith and Harland 2009 ).”