Critical perceptions on problem-based learning

H. Coenraad Hemker

European Review, 2001, vol. 9, issue 3, 269-274

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).

Date: 2001
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.cambridge.org/core/product/identifier/ ... type/journal_article link to article abstract page (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:cup:eurrev:v:9:y:2001:i:03:p:269-274_00

Access Statistics for this article

More articles in European Review from Cambridge University Press Cambridge University Press, UPH, Shaftesbury Road, Cambridge CB2 8BS UK.
Bibliographic data for series maintained by Kirk Stebbing ().