Norman G R, Schmidt H G
Department of Clinical Epidemiology and Biostatistics, McMaster University, Hamilton, Ontario, Canada.
Med Educ. 2000 Sep;34(9):721-8. doi: 10.1046/j.1365-2923.2000.00749.x.
In a recent review article, Colliver concluded that there was no convincing evidence that problem-based learning was more effective than conventional methods. He then went on to lay part of the blame on cognitive psychology, claiming that 'the theory is weak, its theoretical concepts are imprecise. the basic research is contrived and ad hoc'. This paper challenges these claims and presents evidence that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory-based research.
在最近的一篇综述文章中，科利弗得出结论，没有令人信服的证据表明基于问题的学习比传统方法更有效。然后，他接着将部分责任归咎于认知心理学，声称“该理论薄弱，其理论概念不精确，基础研究是人为设计且临时拼凑的”。本文对这些说法提出质疑，并提供证据表明：（a）认知研究并非人为设计且不相关；（b）课程层面的干预注定会失败；（c）教育需要更多基于理论的研究。
