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Problem solving skills versus knowledge acquisition: the historical dispute that split problem-based learning into two camps

Advances in health sciences education : theory and practice, 2019-08, Vol.24 (3), p.619-635 [Peer Reviewed Journal]

The Author(s) 2018 ;Advances in Health Sciences Education is a copyright of Springer, (2018). All Rights Reserved. © 2018. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1382-4996 ;EISSN: 1573-1677 ;DOI: 10.1007/s10459-018-9835-0 ;PMID: 29850966

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Title:
Problem solving skills versus knowledge acquisition: the historical dispute that split problem-based learning into two camps
Author: Servant-Miklos, Virginie F. C.
Subjects: Archives & records ; Cognitive Psychology ; Constructivism ; Constructivism (Learning) ; Curricula ; Curriculum ; Dissent and Disputes ; Education ; Education, Medical - history ; Educational History ; Educational Theories ; Higher education ; History, 20th Century ; Humans ; Independent study ; Knowledge acquisition ; Logical Thinking ; Medical Education ; Models, Educational ; Oral history ; Problem Based Learning ; Problem Solving ; Problem-Based Learning - history ; Reflections ; Students
Is Part Of: Advances in health sciences education : theory and practice, 2019-08, Vol.24 (3), p.619-635
Description: 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.
Publisher: Dordrecht: Springer Netherlands
Language: English
Identifier: ISSN: 1382-4996
EISSN: 1573-1677
DOI: 10.1007/s10459-018-9835-0
PMID: 29850966
Source: Education Resources Information Center (ERIC)
MEDLINE
Springer Nature OA/Free Journals
ProQuest Central

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Problem solving skills versus knowledge acquisition: the historical dispute that split problem-based learning into two camps

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