000 03539nam a22004575i 4500
001 978-981-4021-75-3
003 DE-He213
005 20140220083350.0
007 cr nn 008mamaa
008 120411s2012 si | s |||| 0|eng d
020 _a9789814021753
_9978-981-4021-75-3
024 7 _a10.1007/978-981-4021-75-3
_2doi
050 4 _aLB5-3640
072 7 _aJNT
_2bicssc
072 7 _aJMRL
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aEDU044000
_2bisacsh
082 0 4 _a371.3
_223
100 1 _aO'Grady, Glen.
_eeditor.
245 1 0 _aOne-Day, One-Problem
_h[electronic resource] :
_bAn Approach to Problem-based Learning /
_cedited by Glen O'Grady, Elaine H.J. Yew, Karen P.L. Goh, Henk G. Schmidt.
264 1 _aSingapore :
_bSpringer Singapore,
_c2012.
300 _aVIII, 298p. 27 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aIntroduction and overview -- Preface -- Chapter 1: One-day, one-problem at Republic Polytechnic -- Chapter 2: A brief history of problem-based learning -- Chapter 3: Pedagogical philosophy underpinning one-day, one-problem -- Student learning -- Chapter 4: The process of student learning in one-day, one-problem -- Chapter 5: Problem-based learning and student motivation: the role of interest in learning and achievement -- Chapter 6: The student perspective: How students manage their learning at Republic Polytechnic -- Problems and scaffolds -- Chapter 7: Characteristics of effective problems -- Chapter 8: Scaffolding in problem-based learning -- Assessment -- Chapter 9:  Holistic assessment and problem-based learning -- Chapter 10: Assessing student learning: Daily self-assessment at Republic Polytechnic -- Facilitators -- Chapter 11: Teachers as facilitators -- Chapter 12: A staff education and development programme to support PBL -- Conclusion -- Chapter 13: Summary and conclusions.
520 _aOne-day, one-problem is a unique adaptation of problem-based learning (PBL) pioneered at Republic Polytechnic, Singapore. Here students are challenged each day with a problem from their domain and attain the necessary learning outcomes in the process of responding to the problem. Throughout the day students would engage in small group discussions, self-directed learning and conversations with their teacher who plays the role of a facilitator. This approach to learning and instruction represents a new brand of constructivist learning in a more structured learning environment compared to conventional PBL. This book contains a series of chapters by authors with first-hand experience in the one-day,one-problem PBL approach. Unlike other books on PBL, the chapters are both research-informed and practical. Results of empirical studies into the factors of PBL such as quality of problems, tutor behaviours, scaffoldings, student learning and interest are discussed together with practical implications for the educator.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aLearning & Instruction.
700 1 _aYew, Elaine H.J.
_eeditor.
700 1 _aGoh, Karen P.L.
_eeditor.
700 1 _aSchmidt, Henk G.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789814021746
856 4 0 _uhttp://dx.doi.org/10.1007/978-981-4021-75-3
912 _aZDB-2-SHU
999 _c105011
_d105011