Learning Theories and Problem-Based Learning
Learning Theories and Problem-Based Learning
复制标题
学习理论和基于问题的学习
DOI：
10.1007/978-94-007-2515-7_1
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Catherine Eberbach
中科院分区：
文献类型：
--
作者：
C. Hmelo‐Silver;Catherine Eberbach
在这一章中，我们描述了不同的理论视角--信息处理、社会建构主义和社会文化视角--这些视角为探索基于问题的情境中的学习提供了一个有用的透镜。首先，信息处理的检查侧重于先验知识的作用和结构，特别强调专家知识如何激活某些生产性的解决问题的策略，可以适应学习一般的解决问题的策略。其次，社会建构主义的探索侧重于知识的发展，因为人们参与制度，人际关系和话语过程，学习者通过社会互动构建自己的知识。最后，我们探讨了社会文化理论和基于问题的学习之间的关系，以了解文化工具是如何在特定的背景下使用和转换，以促进知识的共同建设，为未来的独立解决问题。
In this chapter, we describe different theoretical perspectives – information processing, social constructivism, and sociocultural perspectives – that underlie and provide a useful lens for exploring learning in problem-based contexts. First, an examination of information processing focuses on the role and structure of prior knowledge, with a special emphasis on how expert knowledge activates certain productive problem-solving strategies that can be adapted for learning general problem-solving strategies. Second, an exploration of social constructivism focuses on the development of knowledge as people engage in institutional, interpersonal, and discursive processes in which learners construct their own knowledge through social interactions. Finally, we explore the relationship between sociocultural theory and problem-based learning to understand how cultural tools are used and transformed in specific contexts to facilitate co-construction of knowledge for future independent problem solving.