Students described knowledge gained through PBL group work in terms of generation, application, and dissemination of knowledge, plus pedagogical knowledge for future teaching¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The Knowledge dimension comprised generation, application, and dissemination of knowledge, with a further pedagogical knowledge category covering declarative and procedural knowledge about using collaborative learning in classrooms. → Murray-Harvey 2013

Evidence¶

Murray-Harvey 2013¶

Murray-Harvey, R., Pourshafie, T., & Santos Reyes, W. (2013). What teacher education students learn about collaboration from problem-based learning. Journal of Problem Based Learning in Higher Education, 1(1), 114-134. https://eric.ed.gov/?id=EJ1108330

q2 · i? · qualitative · r2

Qualitative analysis of students' written reflections on PBL. The abstract and results report that "Features of the Knowledge dimension were: generation, application, and dissemination of knowledge.", with pedagogical knowledge split into declarative and procedural sub-categories in Table 2.

"Features of the Knowledge dimension were: generation, application, and dissemination of knowledge. Pedagogical knowledge was also evident through learning connections made by students to their future teaching practice."

Discussion¶

Related Claims¶

• Students made minimal reference to higher-level cognitive or metacognitive processing benefits of group work, departing from prior PBL research — related
• Teacher education students in PBL identified valuing others' perspectives, interdependence, and learning about self as attitudes necessary for collaborative learning — related
• Problem-based learning shows null or negative effects on basic knowledge acquisition but positive effects on conceptual understanding and transfer relative to direct instruction — related
• Students characterised the skills needed for collaborative group work as interpersonal (social), problem solving, and group skills — related