Claims

Ways of dealing with anomalous data, and the conditions determining them, can be described during PBL problem analysis

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Students' ways of dealing with anomalous data, and the conditions that determine how they deal with such data, could be described from the stimulated recall data. → de Grave 1996

Evidence

de Grave 1996

de Grave, W. S., Boshuizen, H. & Schmidt, H. (1996). Problem based learning: Cognitive and metacognitive processes during problem analysis. Instructional Science: An International Journal of Learning and Cognition, 24(5), 321–341. https://doi.org/10.1007/BF00118111

q2 · i? · qualitative · r2

From the stimulated recall protocols collected during problem analysis, the study described "the ways of dealing with anomalous data" and "the conditions that determine how students deal with anomalous data."

"The ways of dealing with anomalous data could be described as well as the conditions that determine how students deal with anomalous data."

Discussion

Page metadata
Field Value
type claim
id anomalous-data-handling-conditions-pbl
title Ways of dealing with anomalous data, and the conditions determining them, can be described during PBL problem analysis
description Ways of dealing with anomalous data, and the conditions determining them, can be described during PBL problem analysis
status review
evidence_strength weak
newest_evidence 1996
generated by process:wiki-ingest on 2026-10-18
trust unverified — no one has confirmed this page's content
sources 1 — de-grave-1996

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