Students' Conceptions of Constructivist Learning: A Comparison between a Traditional and a Problem-based Learning Curriculum

This study investigated students' conceptions of constructivist learning activities in a problem-based learning (PBL) and a traditional curriculum. We examined whether students who have chosen for a problem-based curriculum have different conceptions of constructivist assumptions compared to students who have chosen to be enrolled in a traditional, lecture-based curriculum when they enter university. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was adopted to test the hypothesized model in both student populations and to calculate latent means. Results suggested that students in the PBL environment agree more on constructivist assumptions of cooperative learning and the use of authentic problems, while students in the traditional curriculum acknowledge the importance of motivation to learn more. It is discussed that conceptions of constructivist learning activities can act as an important moderator of PBL effects and should be considered in examining the effects of PBL and probably in all comparative education research.

[1]  P. Bentler,et al.  Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives , 1999 .

[2]  S. Finney,et al.  Item parceling issues in structural equation modeling , 2001 .

[3]  H. Barrows.  Problem‐based learning in medicine and beyond: A brief overview , 1996 .

[4]  T. Little,et al.  To Parcel or Not to Parcel: Exploring the Question, Weighing the Merits , 2002 .

[5]  L. Berkson.  Problem‐based learning: have the expectations been met? , 1993, Academic medicine : journal of the Association of American Medical Colleges.

[6]  Gill Livingston,et al.  The effectiveness of problem‐based learning compared to traditional teaching in undergraduate psychiatry , 2004, Medical education.

[7]  P. Bentler,et al.  Comparative fit indexes in structural models. , 1990, Psychological bulletin.

[8]  D. Dolmans,et al.  The relationship between learning style and learning environment , 2004, Medical education.

[9]  M. Windschitl.  Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers , 2002 .

[10]  E. V. Rossum,et al.  The Relationship between Learning Conception, Study Strategy and Learning Outcome. , 1984 .

[11]  B. Byrne.  Structural equation modeling with EQS : basic concepts, applications, and programming , 2000 .

[12]  D. T. Vernon,et al.  Does problem‐based learning work? A meta‐analysis of evaluative research , 1993, Academic medicine : journal of the Association of American Medical Colleges.

[13]  S. Hains,et al.  Does PBL Matter? Relations Between Instructional Context, Learning Strategies, and Learning Outcomes , 2000, Advances in health sciences education : theory and practice.

[14]  Rex B. Kline,et al.  Principles and Practice of Structural Equation Modeling , 1998 .

[15]  M. Segers,et al.  Effects of problem-based learning: a meta- analysis , 2003 .

[16]  B. Thompson,et al.  EFFECTS OF SAMPLE SIZE, ESTIMATION METHODS, AND MODEL SPECIFICATION ON STRUCTURAL EQUATION MODELING FIT INDEXES , 1999 .

[17]  P. Pintrich,et al.  Intentional Conceptual Change , 2003 .

[18]  C. Hmelo‐Silver.  Problem-Based Learning: What and How Do Students Learn? , 2004 .

[19]  Problems in the Application of Structural Equation Modeling: Comment on Randhawa, Beamer, and Lundberg (1993) , 1994 .

[20]  R. Slavin.  Research on cooperative learning and achievement: What we know, what we need to know. , 1996 .

[21]  H. Schmidt.  Problem‐based learning: rationale and description , 1983, Medical education.

[22]  F. Marton,et al.  Conceptions of learning , 1993 .

[23]  C. Vleuten,et al.  Seven principles of effective case design for a problem-based curriculum , 1997 .

[24]  D. Schunk,et al.  Risk Taking: Theoretical, Empirical, and Educational Considerations , 1991 .

[25]  L. Tucker,et al.  A reliability coefficient for maximum likelihood factor analysis , 1973 .

[26]  Jackie Nicholas,et al.  Conceptions of mathematics and how it is learned: The perspectives of students entering university , 1994 .

[27]  S. Ball.  Motivation in Education , 1977 .

[28]  H. Forbes,et al.  Problem-Based Learning (PBL): Conceptions and Approaches of Undergraduate Students of Nursing , 1998, Advances in health sciences education : theory and practice.

[29]  M. Albanese,et al.  Problem‐based Learning: A Review of Literature on Its Outcomes and Implementation Issues , 1993, Academic medicine : journal of the Association of American Medical Colleges.

[30]  J. H. Steiger.  Structural Model Evaluation and Modification: An Interval Estimation Approach. , 1990, Multivariate behavioral research.

[31]  B. Zimmerman,et al.  The Psychology of Problem Solving: Motivating Self-Regulated Problem Solvers , 2003 .

[32]  G. A. Marcoulides,et al.  New developments and techniques in structural equation modeling , 2001 .

[33]  Janet E. Davidson,et al.  The psychology of problem solving , 2003 .

[34]  M. McLean.  Can we Relate Conceptions of Learning to Student Academic Achievement? , 2001 .

[35]  Gordon W. Cheung,et al.  Testing Factorial Invariance across Groups: A Reconceptualization and Proposed New Method , 1999 .

[36]  Ference Marton,et al.  Students' conceptions of subject matter: An aspect of learning and teaching in higher education , 1978 .

[37]  H. Marshall,et al.  Redefining Student Learning: Roots of Educational Change , 1992 .

[38]  P. Pintrich,et al.  Motivation in Education: Theory, Research, and Applications , 1995 .