Problem-based learning scenarios from the perspective of students

Although for more than twenty years there has been a demand in higher education for a “shift from teaching to learning”, only limited knowledge is available about student-oriented learning scenarios and their effects on learners. This paper deals specifically with problem-based learning scenarios in academic teacher training. The first part examines theoretical and empirical aspects of problem-based learning. The second part reports on an empirical qualitative study in which student teachers were interviewed about a (specific) problem-based learning scenario with regard to the differences to traditional courses and in relation to their own professionalization.

18.06.2012 | Bernd Zinn (Aalen) & Uwe Faßhauer (Schwäbisch-Gmünd)