Design and evaluation of a problem-based learning environment for teacher training

Publikation: Beitrag in FachzeitschriftForschungsartikelBeigetragenBegutachtung

Beitragende

Abstract

Problem-based learning can have a great impact on the acquisition of practical knowledge, which is a central learning aim in the field of teacher education. Therefore, we implemented a problem-based learning approach in four seminars on educational assessment. In this paper, we outline our didactic design and discuss the results of the first evaluations, which explored acceptance of the approach, learning results, and expected applicability of the acquired knowledge. The results show benefits of the problem-based learning approach, but also room for improvement. Specifically, the use of problems from multiple contexts (theoretical foundations and direct practical application) and the flexible adaption to the learners’ prior knowledge, methodological expertise, and learning goals need to be enhanced.

Details

OriginalspracheEnglisch
Aufsatznummer10
FachzeitschriftInterdisciplinary Journal of Problem-based Learning
Jahrgang11
Ausgabenummer2
PublikationsstatusVeröffentlicht - Sept. 2017
Peer-Review-StatusJa

Externe IDs

ORCID /0000-0002-8085-174X/work/142251271
ORCID /0000-0002-4280-6534/work/142251703

Schlagworte

ASJC Scopus Sachgebiete

Schlagwörter

  • Didactics in higher education, Learneroriented teaching, PBL, Problem-based learning, Teacher education, Teacher training, University didactics

Bibliotheksschlagworte