Learning Through Problem Solving
A Special Double Issue of the Journal of the Learning Sciences
Published on 1. January 1998
Book
Paperback/Softback
190 pages
978-0-8058-9823-1 (ISBN)
Description
The articles in this special issue represent the findings of researchers working in classroom settings to explore key issues in learning through problem solving. Although they vary in the domains being studied, the age of students, and the methods they employ, there are numerous common themes that can inform both theory and practice. The authors have grappled with the complex task of putting problem-based curricula into practice. They report here the difficulties they faced, the factors contributing to their successes, and the lessons they have learned.
More details
Language
English
Place of publication
Philadelphia
United States
Publishing group
Taylor & Francis Inc
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 10 mm
Weight
284 gr
ISBN-13
978-0-8058-9823-1 (9780805898231)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Cindy E. Hmelo | Susan M. Williams
Learning Through Problem Solving
A Special Double Issue of the Journal of the Learning Sciences
Book
07/2017
1st Edition
Psychology Press Ltd
€282.26
Shipment within 10-20 days
Cindy E. Hmelo | Susan M. Williams
Learning Through Problem Solving
A Special Double Issue of the Journal of the Learning Sciences
E-Book
02/2014
1st Edition
Psychology Press Ltd
€40.99
Available for download
Cindy E. Hmelo | Susan M. Williams
Learning Through Problem Solving
A Special Double Issue of the Journal of the Learning Sciences
E-Book
02/2014
1st Edition
Psychology Press Ltd
€40.99
Available for download
Persons
Susan M. Williams, Cindy E. Hmelo
Content
Volume 7, Numbers 3 & 4, 1998 Contents: S.M. Williams, C.E. Hmelo, Introduction: Learning Through Problem Solving. Articles: B.J.S. Barron, D.L. Schwartz, N.J. Vye, A. Moore, A. Petrosino, L. Zech, J.D. Bransford, The Cognition and Technology Group at Vanderbilt, Doing With Understanding: Lessons From Research on Problem and Project-Based Learning. J. Krajcik, P.C. Blumenfeld, R.W. Marx, K.M. Bass, J. Fredrics, E. Soloway, Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students. J. Erickson, R. Lehrer, The Evolution of Critical Standards as Students Design Hypermedia Documents. E.B. Coleman, Using Explanatory Knowledge During Collaborative Problem Solving in Science. D.E. Penner, R. Lehrer, L. Schauble, From Physical Models to Biomechanics: A Design-Based Modeling Approach.