Critical perceptions on problem-based learning

    Research output: Contribution to journalArticleAcademicpeer-review

    112 Downloads (Pure)

    Abstract

    Problem-based learning (PBL), besides a number of advantages, also has drawbacks. It makes it very difficult for students to identify with a good teacher, and aims, rather, at identification with a peer group. Therefore, it seems more suited for adolescents than for young adults capable of secondary identification. Furthermore, this form of staff–student contact, i.e. the teaching group, does not motivate staff to share knowledge with the students. The knowledge acquired through PBL tends to remain unorganized. It is therefore more suited for disciplines in which a compilation of factual knowledge is important (e.g. medicine) than where a systematic approach is needed (e.g. statistics).
    Original languageEnglish
    Pages (from-to)269-274
    Number of pages6
    JournalEuropean Review
    Volume9
    Issue number3
    DOIs
    Publication statusPublished - 2001

    Fingerprint

    Dive into the research topics of 'Critical perceptions on problem-based learning'. Together they form a unique fingerprint.

    Cite this