PBL group discussion during problem analysis mainly concerns theory building, with less data exploration and meta-reasoning¶

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

Subclaims¶

q2 i? In small group discussion during problem analysis, theory building dominated, followed to a lesser extent by data exploration and meta-reasoning. → 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 · r?

Verbatim transcripts of the verbal interaction in the tutorial group were analysed; the analysis found discussion "mainly concerned theory building, and to a lesser extent, data exploration and meta-reasoning."

"The verbal interaction in the small group discussion mainly concerned theory building, and to a lesser extent, data exploration and meta-reasoning."

Discussion¶

Related Claims¶

• Conceptual change by students during PBL problem analysis can be made visible in stimulated recall protocols
• Ways of dealing with anomalous data, and the conditions determining them, can be described during PBL problem analysis — related
• Script-supported groups mainly engaged in accepted intra-group metacognitive interaction, with co-constructed interaction infrequent and highly variable between groups — related
• Stimulated recall provides unique information about hypothesis evaluation and meta-reasoning beyond group verbal interaction — related