Conceptual change by students during PBL problem analysis can be made visible in stimulated recall protocols¶
Claim · All claims
Evidence · 1 study · qualitativer?·q2
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1999: tool and model accuracy changes quickly
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? The process of conceptual change by students could be made visible in the protocols of stimulated recall during problem analysis. → 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?
Analysis of stimulated recall protocols from students in the PBL tutorial group showed that "the process of conceptual change by students could be made visible," supporting the study's goal of investigating whether PBL leads to conceptual change.
"In the protocols of stimulated recall, the process of conceptual change by students could be made visible."
Discussion¶
Related Claims¶
- PBL group discussion during problem analysis mainly concerns theory building, with less data exploration and meta-reasoning
- Ways of dealing with anomalous data, and the conditions determining them, can be described during PBL problem analysis — related
- Verbal interaction in a PBL tutorial group shows only part of the underlying cognitive and metacognitive processes — related
- Stimulated recall provides unique information about hypothesis evaluation and meta-reasoning beyond group verbal interaction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
stimulated-recall-makes-conceptual-change-visible |
title |
Conceptual change by students during PBL problem analysis can be made visible in stimulated recall protocols |
description |
Conceptual change by students during PBL problem analysis can be made visible in stimulated recall protocols |
status |
review |
evidence_strength |
weak |
newest_evidence |
1996 |
recheck_by |
1999 |
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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