期刊名称：Interdisciplinary Journal of Problem-based Learning
电子版ISSN：1541-5015
出版年度：2017
卷号：11
期号：2
页码：10
出版社：Purdue University
摘要：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.
关键词：problem-based learning; teacher education; didactics in higher education; PBL; university didactics; learneroriented teaching; teacher training
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