A theory-driven approach to assessing the cognitive effects of PBL

Author： Hmelo C.E.   Gotterer G.S.   Bransford J.D.  

Publisher： Springer Publishing Company

ISSN： 0020-4277

Source： Instructional Science, Vol.25, Iss.6, 1997-11, pp. : 387-408

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Using the Dynamic Model to develop an evidence-based and theory-driven approach to school improvement

By Creemers B. P. M.   Kyriakides Leonidas  

Irish Educational Studies, Vol. 29, Iss. 1, 2010-03 ,pp. : 5-23

Routledge Ltd

Access to resources Recommend Favorite

Translating words into equations: a cognitive load theory approach

By Pawley Duncan   Ayres Paul   Cooper Martin   Sweller John  

Educational Psychology, Vol. 25, Iss. 1, 2005-02 ,pp. : 75-97

Routledge Ltd

Access to resources Recommend Favorite

Evaluation of a theory-driven e-learning intervention for future oral healthcare providers on secondary prevention of disordered eating behaviors

By DeBate Rita D.  

Health Education Research, Vol. 28, Iss. 3, 2013-06 ,pp. : 472-487

Oxford University Press

Access to resources Recommend Favorite

The Tutor’s Approach in Base Groups (PBL)

By Silén Charlotte  

Higher Education, Vol. 51, Iss. 3, 2006-04 ,pp. : 373-385

Springer Publishing Company

Access to resources Recommend Favorite

Improving the quality of online discussion: the effects of strategies designed based on cognitive load theory principles

By Darabi Aubteen   Jin Li  

Distance Education, Vol. 34, Iss. 1, 2013-05 ,pp. : 21-36

Routledge Ltd

Access to resources Recommend Favorite