Problem solving skills versus knowledge acquisition: the historical dispute that split problem-based learning into two camps.
Constructivism
History
Hypothetico-deduction
Problem-based learning
Journal
Advances in health sciences education : theory and practice
ISSN: 1573-1677
Titre abrégé: Adv Health Sci Educ Theory Pract
Pays: Netherlands
ID NLM: 9612021
Informations de publication
Date de publication:
08 2019
08 2019
Historique:
received:
27
11
2017
accepted:
20
05
2018
pubmed:
1
6
2018
medline:
24
3
2020
entrez:
1
6
2018
Statut:
ppublish
Résumé
This paper sheds light on an intellectual dispute on the purpose of problem-based learning that took place in the 1970s between two major figures in the history of PBL: Howard S Barrows from McMaster University and Henk Schmidt from Maastricht University. Using historical evidence from archive materials, oral history accounts and contemporary publications, the paper shows that at the core of the dispute was their divergent understanding of cognitive psychology. On the one hand, Barrows espoused hypothetico-deduction, and on the other, Henk Schmidt was a proponent of constructivism. The paper shows how the dispute played out both in the scientific literature and in the divergent practice of PBL at McMaster and Maastricht and continues to affect the way PBL is done today.
Identifiants
pubmed: 29850966
doi: 10.1007/s10459-018-9835-0
pii: 10.1007/s10459-018-9835-0
pmc: PMC6647442
doi:
Types de publication
Historical Article
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
619-635Références
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