Design and evaluation of a problem-based learning environment for teacher training
Publikation: Beitrag in Fachzeitschrift › Forschungsartikel › Beigetragen › Begutachtung
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
Originalsprache | Englisch |
---|---|
Aufsatznummer | 10 |
Fachzeitschrift | Interdisciplinary Journal of Problem-based Learning |
Jahrgang | 11 |
Ausgabenummer | 2 |
Publikationsstatus | Veröffentlicht - Sept. 2017 |
Peer-Review-Status | Ja |
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