Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Cognitive Learning

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...

Principal Stresses: Problem Solving

Principal Stresses: Problem Solving

When analyzing two planes intersecting at right angles under the influence of shearing, tensile, and compressive stresses, it is essential to identify principal planes, maximum shearing stress, and principal stresses. To find the principal planes, apply a formula that equates them to twice the shearing stress divided by the difference between tensile and compressive stresses.

Method of Sections: Problem Solving II

Method of Sections: Problem Solving II

Consider an arbitrary truss structure composed of diagonal, vertical, and horizontal members fixed to the wall. To calculate the force acting on members CB, GB, and GH, method of sections can be used. The loads and lengths of the horizontal and vertical members are known parameters, as shown in the figure.

Impact of Schemas

Impact of Schemas

Schemas are cognitive structures that provide a framework for interpreting and organizing social information. They help individuals navigate complex environments by offering expectations about people, events, and behaviors. Schemas influence attention, encoding, and retrieval processes, thereby shaping the entire trajectory of information processing in social contexts.Attention and Cognitive LoadDuring initial attention, schemas function as filters that prioritize schema-consistent information,...

Problem-Solving

Problem-Solving

Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:

Method of Sections: Problem Solving I

Method of Sections: Problem Solving I

Consider a symmetrical roof truss structure, composed of vertical, diagonal, and horizontal members. The length of each horizontal member is 4 m. The lengths of the vertical members FB and HD are 4 m, while the length of member GC is 6 m. The loads acting at joints F, G, and H are 2 kN, while those at joints A and E are 1 kN.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Cognitive mechanisms underlying anchoring bias in diagnosis: a randomized controlled experiment.

Diagnosis (Berlin, Germany)·2026

Same author

Premature closure underlies bias in medical diagnosis in students: A randomised controlled experiment.

Medical education·2026

Same author

From Text to Test: Pre-Lecture Reading Boosts Medical Students' Comprehension and Retention.

Saudi medical journal·2026

Same author

Teacher engagement in health profession education: a scoping review.

BMC medical education·2025

Same author

Making large language models into reliable physician assistants.

Nature medicine·2025

Same author

Influence of the university campus environment on sociocultural engagement and satisfaction of health professions education students: role of the sense of belonging.

BMC medical education·2024

Search research articles

Related Experiment Video

Updated: Jun 3, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Effect of worksheet scaffolds on student learning in problem-based learning.

Serene S Y Choo¹, Jerome I Rotgans, Elaine H J Yew

¹Republic Polytechnic, Singapore. serene_choo@rp.sg

Advances in Health Sciences Education : Theory and Practice

|March 17, 2011

Summary

Worksheets did not significantly impact student learning in problem-based learning (PBL). Student perceptions indicated tutors and group dynamics were more influential than worksheets for effective learning.

More Related Videos

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Related Experiment Videos

Last Updated: Jun 3, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Education
Cognitive Science

Background:

Problem-based learning (PBL) is an educational approach emphasizing active student engagement.
Scaffolding tools, such as worksheets, are often used to support learning in PBL environments.
The effectiveness of specific scaffolding tools in PBL requires further investigation.

Purpose of the Study:

To evaluate the impact of worksheets as a scaffolding tool on student learning achievement in a PBL setting.
To compare student learning outcomes between PBL classes with and without worksheets.
To explore student perceptions of factors influencing their learning in PBL.

Main Methods:

Seventeen PBL classes (N=241) were randomly assigned to either a worksheet or no-worksheet group.
Student learning was assessed using pre- and post-lesson concept recall tests.
Student perceptions were gathered via a Learning Impact Questionnaire and analyzed using ANOVA.

Main Results:

No statistically significant difference in learning achievement was found between students who used worksheets and those who did not.
Student surveys indicated that tutors and group dynamics were perceived as the most significant factors impacting learning.
Worksheets were rated by students as having the lowest impact on their learning.

Conclusions:

Worksheets may not be a significant factor in enhancing student learning within the social constructivist framework of PBL.
The findings underscore the critical role of the tutor and collaborative small group learning in PBL.
Further research could explore alternative scaffolding strategies tailored to PBL.