Theoretical perspectives and applications of group learning in PBL
Theoretical perspectives and applications of group learning in PBL
复制标题
PBL中小组学习的理论视角与应用
DOI：
10.3109/0142159x.2015.1009429
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发表时间：
2016
期刊：
影响因子：
4.7
通讯作者：
D. Dolmans
中科院分区：
文献类型：
--
作者：
D. Torre;C. V. D. van der Vleuten;D. Dolmans
基于问题的学习（PBL）的一个重要组成部分是小组学习。因此，深入理解PBL中小组学习的理论基础可以使教育者更有效地将理论与实践联系起来，从而为加强PBL的实践和研究提供思想和工具。本文研究的理论驱动应用为PBL的未来研究奠定了基础。本文的目的是描述和研究PBL中小组学习的两种理论观点及其在改善教育实践中的潜在应用。它们包括：(1)社会相互依存理论和积极相互依存的含义；(2)网络专家的社会认知理论和创新知识社区（IKC）的知识创造概念。潜在的应用包括：利用概念图开发教学材料以促进积极的相互依赖；在PBL课程中正式和有组织地使用同伴反馈，以促进个人和团体的问责制；在IKC内部和跨IKC创建和分享不同主题的新知识；以及在PBL小组中轮流使用具有混合能力的学生来培养分布式认知。
Abstract An essential part of problem-based learning (PBL) is group learning. Thus, an in depth understanding of the theoretical underpinnings of group learning in PBL allows educators to bridge theory and practice more effectively thus providing ideas and tools to enhance PBL practices and research. The theory-driven applications examined in this article establish grounds for future research in PBL. The purpose of this article is to describe and examine two theoretical perspectives of group learning in PBL and their potential applications to improve educational practice. They include: (1) social interdependence theory and the meaning of positive interdependence, (2) socio cognitive theory of networked expertise and the concept of knowledge creation in innovative knowledge communities (IKC). Potential applications include the following: development of instructional material to foster positive interdependency using concept maps; formal and structured use of peer feedback throughout PBL courses to promote individual and group accountability; creation and sharing of new knowledge about different topics within and across IKC; and use of rotating students with hybrid abilities across PBL groups to foster distributed cognition.