{"product_id":"the-wiley-handbook-of-problem-based-learning-isbn-9781119173212","title":"The Wiley Handbook of Problem-Based Learning","description":"\u003cp\u003e\u003cb\u003eThe first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe Wiley Handbook of Problem-Based Learning\u003c\/i\u003e is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL).\u003c\/p\u003e \u003cp\u003eAfter many years of its successful implementation in medical education curricula, problem-based learning is now being emphasized and practiced more widely in K-12, higher education, and other professional fields. The handbook provides timely and stimulating advice and reflection on the theory, research, and practice of PBL. Throughout the book the contributors address the skills needed to implement PBL in the classroom and the need for creating learning environments that are active, collaborative, experiential, motivating and engaging. This important resource: \u003c\/p\u003e \u003cul\u003e \u003cli\u003eAddresses the need for a comprehensive resource to problem-based learning research and implementation\u003c\/li\u003e \u003cli\u003eContains contributions from an international panel of experts on the topic\u003c\/li\u003e \u003cli\u003eOffers a rich collection of scholarly writings that challenge readers to refresh their knowledge and rethink their assumptions\u003c\/li\u003e \u003cli\u003eTakes an inclusive approach that addresses the theory, design, and practice of problem-based learning\u003c\/li\u003e \u003cli\u003eIncludes guidelines for instructional designers, and implementation and assessment strategies for practitioners\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eWritten for academics, students, and practitioners in education, \u003ci\u003eThe Wiley Handbook of Problem-Based Learning\u003c\/i\u003e offers a key resource to the most recent information on the research and practice of problem-based learning.\u003c\/p\u003e \u003cp\u003eNotes on Contributors ix\u003c\/p\u003e \u003cp\u003ePreface xxiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection I Understanding PBL: Historical and Theoretical Foundations 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 A Short Intellectual History of Problem‐Based Learning 3\u003cbr\u003e \u003ci\u003eVirginie F. C. Servant‐Miklos, Geoff R. Norman, and Henk G. Schmidt\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2 Cognitive Constructivist Foundations of Problem‐Based Learning 25\u003cbr\u003e \u003ci\u003eHenk G. Schmidt, Jerome I. Rotgans, and Elaine H. J. Yew\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Social Foundations of Problem‐Based Learning 51\u003cbr\u003e \u003ci\u003eWoei Hung, Mahnaz Moallem, and Nada Dabbagh\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 Comparative Pedagogical Models of Problem‐Based Learning 81\u003cbr\u003e \u003ci\u003eJohn R. Savery\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection II Research in PBL 105\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5 Effects of PBL on Learning Outcomes, Knowledge Acquisition, and Higher‐Order Thinking Skills 107\u003cbr\u003e \u003ci\u003eMahnaz Moallem\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 Effects of PBL on Critical Thinking Skills 135\u003cbr\u003e \u003ci\u003eNada Dabbagh\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Effects of Problem‐Based Learning on Motivation, Interest, and Learning 157\u003cbr\u003e \u003ci\u003eJerome I. Rotgans and Henk G. Schmidt\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8 Self‐Directed Learning in Problem‐Based Learning: A Literature Review 181\u003cbr\u003e \u003ci\u003eHeather Leary, Andrew Walker, Mason Lefler, and Yu‐Chun Kuo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 Group Work and Group Dynamics in PBL 199\u003cbr\u003e \u003ci\u003eHerco T. H. Fonteijn and Diana H. J. M. Dolmans\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 PBL in K–12 Education 221\u003cbr\u003e \u003ci\u003eMichael M. Grant and Suha R. Tamim\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection III Instructional Design of PBL 245\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11 Problem Design in PBL 249\u003cbr\u003e \u003ci\u003eWoei Hung\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 The Problem‐Based Learning Process: An Overview of Different Models 273\u003cbr\u003e \u003ci\u003eLisette Wijnia, Sofie M. M. Loyens, and Remy M. J. P. Rikers\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13 Facilitating Problem‐Based Learning 297\u003cbr\u003e \u003ci\u003eCindy E. Hmelo‐Silver, Susan M. Bridges, and Jessica M. McKeown\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 Scaffolding in PBL Environments: Structuring and Problematizing Relevant Task Features 321\u003cbr\u003e \u003ci\u003ePeggy A. Ertmer and Krista D. Glazewski\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e15 Designing for Effective Group Process in PBL Using a Learner‐Centered Teaching Approach 343\u003cbr\u003e \u003ci\u003ePhyllis Blumberg\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16 The Role of Self‐Directed Learning in PBL: Implications for Learners and Scaffolding Design 367\u003cbr\u003e \u003ci\u003eXun Ge and Bee Leng Chua\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17 Types and Design of Assessment in PBL 389\u003cbr\u003e \u003ci\u003eMark A. Albanese and Georgia L. Hinman\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e18 Technology Applications to Support Teachers’ Design and Facilitation of, and Students’ Participation in PBL 411\u003cbr\u003e \u003ci\u003eBrian R. Belland\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection IV PBL in Practice: Case Studies 433\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e19 Learning and Assessing Problem‐Based Learning at Aalborg University: A Case Study 437\u003cbr\u003e \u003ci\u003eAnette Kolmos, Pia Bøgelund, and Claus Monrad Spliid\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e20 PBL in Medical Education: A Case Study at the Université de Sherbrooke 459\u003cbr\u003e \u003ci\u003eDenis Bédard\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e21 Seeing and Hearing is Believing, But Eating is Knowing: A Case Study of Implementing PBL in a Master of Educational Management Program 483\u003cbr\u003e \u003ci\u003ePhilip Hallinger,, Jiafang Lu, and Parinya Showanasai\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e22 PBL Capstone Experience in Conservation Biology: A Self‐Regulated Learning Approach 507\u003cbr\u003e \u003ci\u003eMary English and Anastasia Kitsantas\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e23 Promoting Ambitious Teaching and Learning through Implementing Mathematical Modeling in a PBL Environment: A Case Study 529\u003cbr\u003e \u003ci\u003eJennifer M. Suh and Padmanabhan Seshaiyer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e24 A Case Study of Project‐Based Learning of Middle School Students Exploring Water Quality 551\u003cbr\u003e \u003ci\u003eAnn M. Novak and Joseph S. Krajcik \u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection V New Developments and Emerging Trends in PBL 573\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e25 3D Immersive Platforms and Problem‐Based Learning Projects: A Search for Quality in Education 575\u003cbr\u003e \u003ci\u003eUlisses F. Araújo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e26 PBL and Networked Learning: Potentials and Challenges in the Age of Mass Collaboration and Personalization 593\u003cbr\u003e \u003ci\u003eThomas Ryberg\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e27 Project‐Based Learning and Computer‐Based Modeling and Simulation 617\u003cbr\u003e \u003ci\u003eShelby P. Morge, Sridhar Narayan, and Gene A. Tagliarini\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e28 Problem‐Based Learning in Digital Spaces 645\u003cbr\u003e \u003ci\u003eMaggi Savin‐Baden and Roy Bhakta\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e29 An Exploration of Problem‐Based Learning in a MOOC 667\u003cbr\u003e \u003ci\u003eDaniëlle M. L. Verstegen, Herco T. H. Fonteijn, Diana H. J. M. Dolmans, Cathérine C. E. de Rijdt, Willem S. de Grave, and Jeroen J. G. van Merriënboer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eIndex 691\u003c\/p\u003e   \u003cp\u003e\u003cb\u003eMAHNAZ MOALLEM\u003c\/b\u003e is Professor and Chair of Department of Educational Technology and Literacy, College of Education, Towson University, USA. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eWOEI HUNG\u003c\/b\u003e is Professor and Graduate Director of Instructional Design and Technology, University of North Dakota, USA. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eNADA DABBAGH\u003c\/b\u003e is Professor and Director of Learning Technologies, College of Education and Human Development, George Mason University, USA.    \u003c\/p\u003e\u003cp\u003e\u003cb\u003eTHE WILEY HANDBOOK OF PROBLEM-BASED LEARNING\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eThe first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts \u003c\/p\u003e\u003cp\u003e\u003ci\u003eThe Wiley Handbook of Problem-Based Learning \u003c\/i\u003e is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL). \u003c\/p\u003e\u003cp\u003eAfter many years of its successful implementation in medical education curricula, problem-based learning is now being emphasized and practiced more widely in K-12, higher education, and other professional fields. The handbook provides timely and stimulating advice and reflection on the theory, research, and practice of PBL. Throughout the book the contributors address the skills needed to implement PBL in the classroom and the need for creating learning environments that are active, collaborative, experiential, motivating, and engaging. This important resource: \u003c\/p\u003e\u003cul\u003e \u003cli\u003e Addresses the need for a comprehensive resource to problem-based learning research and implementation\u003c\/li\u003e \u003cli\u003e Contains contributions from an international panel of experts on the topic\u003c\/li\u003e \u003cli\u003e Offers a rich collection of scholarly writings that challenge readers to refresh their knowledge and rethink their assumptions\u003c\/li\u003e \u003cli\u003e Takes an inclusive approach that addresses the theory, design, and practice of    problem-based learning\u003c\/li\u003e \u003cli\u003e Includes guidelines for instructional designers, and implementation and assessment strategies   for practitioners\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eWritten for academics, students, and practitioners in education, \u003ci\u003eThe Wiley Handbook of Problem-Based Learning\u003c\/i\u003e offers a key resource to the most recent information on the research and practice of problem-based learning.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990372696293,"sku":"NP9781119173212","price":220.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119173212.jpg?v=1761787560","url":"https:\/\/k12savings.com\/es\/products\/the-wiley-handbook-of-problem-based-learning-isbn-9781119173212","provider":"K12savings","version":"1.0","type":"link"}