Centre for Educational Development, Republic Polytechnic, Singapore.
Adv Health Sci Educ Theory Pract. 2011 Oct;16(4):449-64. doi: 10.1007/s10459-010-9267-y. Epub 2010 Dec 16.
Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the end of each PBL phase were used to estimate the extent of students' learning. The data were then analyzed using structural equation modeling. Results show that our hypothesized model fits the data well. Alternative hypotheses according to which achievement is predicted either by collaborative learning alone or by self-directed learning alone did not fit the data. We conclude that the learning in each PBL phase is cumulative, and strongly influenced by the earlier phase, thus providing support for the PBL cycle of problem analysis, self-directed learning, and a subsequent reporting phase. We also demonstrate an efficient method to capture and quantify students' learning during the PBL process.
基于问题的学习（Problem-based learning，PBL）通常分为三个阶段，涉及协作和自主学习过程。这里检验的假设是 PBL 的不同阶段的学习是否具有累积性，即每个阶段的学习是否取决于前一阶段的学习。通过对 218 名学生在每个 PBL 阶段结束时回忆的科学概念进行分析，来估计学生的学习程度。然后使用结构方程模型对数据进行分析。结果表明，我们的假设模型很好地拟合了数据。根据合作学习或自主学习单独预测成绩的替代假设并不符合数据。我们得出的结论是，每个 PBL 阶段的学习都是累积的，并且受到早期阶段的强烈影响，从而为 PBL 的问题分析、自主学习和随后的报告阶段循环提供了支持。我们还展示了一种在 PBL 过程中捕捉和量化学生学习的有效方法。
