Learning through the experience of solving problems can build both content knowledge and thinking strategies¶
Claim · All claims
Evidence · 1 study · reviewr?·q2
Currency · newest study 2004 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? Psychological research and theory suggest that learning through the experience of solving problems can help students learn both content and thinking strategies. → Hmelo-Silver 2004
Evidence¶
Hmelo-Silver 2004¶
Hmelo-Silver, C.E. (2004). Problem-Based Learning: What and How Do Students Learn?. Educational Psychology Review, 16, 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
q2 · i? · review · r?
The article cites psychological research and theory as the basis for the claim that "students learn through the experience of solving problems" can acquire "both content and thinking strategies." This is the article's framing of the theoretical rationale for experience-based, problem-based approaches to learning.
"Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies."
Discussion¶
Related Claims¶
- Introducing CT as a problem-solving approach that often involves digital technology helped teachers — related
- Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — related
- Adult learners expect AI to support problem-centered learning by activating background knowledge, generating diagnostic insights, and strengthening critical thinking — related
- Strategy Instruction Improves Learning — a broader claim this one bears on
- Prompting learners to self-explain, one generative strategy, improves learning by a moderate average amount; other generative activities are not tested by the evidence recorded here — related
- Research on PBL covers flexible knowledge, problem-solving, and SDL skills but little on collaboration and motivation — related
- The worked example effect is explained by reduced element interactivity relative to problem solving, and reverses with expertise — related
- Inquiry-based learning strategies in laboratory courses are reported to significantly improve critical thinking skills — a narrower finding that bears on this claim
- Problem-solving facilitates diagnostic competences independent of learners' professional knowledge base — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
problem-experience-builds-content-and-thinking-strategies |
title |
Learning through the experience of solving problems can build both content knowledge and thinking strategies |
description |
Learning through the experience of solving problems can build both content knowledge and thinking strategies |
status |
review |
evidence_strength |
weak |
newest_evidence |
2004 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hmelo-silver-2004 |
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