2015-08-01
Problem-based learning as a facilitator of conceptual change
Publication
Publication
Learning and Instruction , Volume 38 p. 34- 42
We investigated whether problem-based learning (PBL) can foster conceptual change. Students were randomly assigned to a PBL, lecture-based, or self-study group, all receiving instruction about the topic of Newtonian laws. Conceptual change was measured from pre- to immediate post-test (directly after instruction) and from immediate post-test to delayed post-test after one week. Results showed that the PBL-group outperformed both the lecture and the self-study group on the immediate post-test. This result supported the hypothesis that PBL can increase the likelihood of conceptual change. The PBL group also outperformed both other groups at the delayed post-test after one week; the decline in conceptual change from immediate to delayed post-test was similar for all three groups. Findings are discussed in terms of cognitive engagement.
| Additional Metadata | |
|---|---|
| , , , | |
| doi.org/10.1016/j.learninstruc.2015.03.002, hdl.handle.net/1765/81317 | |
| Learning and Instruction | |
| Organisation | Department of Psychology |
|
Loyens, S., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34–42. doi:10.1016/j.learninstruc.2015.03.002 |
|