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Students' conceptions of constructivist learning: a comparison between a traditional and a problem-based learning

Sofie M M Loyens1, Remy M J P Rikers, Henk G Schmidt

  • 1Department of Psychology, Erasmus University Rotterdam, Bgr Oudlaan 50, 3062, PA, Rotterdam, The Netherlands. loyens@fsw.eur.nl

Advances in Health Sciences Education : Theory and Practice
|August 26, 2006
PubMed
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Students in problem-based learning (PBL) curricula value cooperative learning and authentic problems more than those in traditional settings. Conceptions of constructivist learning activities significantly impact educational research outcomes.

Area of Science:

  • Educational Psychology
  • Learning Sciences

Background:

  • Constructivism is a key learning theory, yet student conceptualizations remain under-researched.
  • Understanding student perspectives on constructivist learning is crucial for curriculum design.

Purpose of the Study:

  • To investigate and compare student conceptions of constructivist learning activities.
  • To examine differences between students in problem-based learning (PBL) and traditional curricula upon university entry.

Main Methods:

  • Structural equation modeling was used to analyze student conceptions.
  • Latent means were calculated to compare two distinct student populations.

Main Results:

  • PBL students showed stronger agreement with constructivist assumptions regarding cooperative learning and authentic problems.

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  • Traditional curriculum students placed greater emphasis on the importance of motivation to learn.

    • Conclusions:

    • Student conceptions of constructivist learning activities can moderate the effects of PBL.
    • These conceptions should be considered in comparative education research, particularly when evaluating PBL effectiveness.