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TextSpråk: Svenska Språk på sammanfattning: Engelska Serie: Linköpings universitet, Institutionen för pedagogik och psykologi FiF-avhandling. 1404-8183 1401-4637 ; 195Utgivningsinformation: Linköping Institutionen för pedagogik och psykologi, Univ. 1996Beskrivning: 127 s. illISBN: - 9178718716
- 370.1523 23
- Eaac
- 370
- Eaac
Innehåll:
Avhandlingskommentar: Lic.-avh. Linköping : Univ
The aim of the study wasto get an over-view of the actual function of the tutor according to the existing theoretical frame of reference for problem-based learning. Questionnaires with structured and open answers were answered by students and tutors in the different programmes. On an overall basis the students and the tutors agree in their assessments of the function of the tutor. The most significant result indicates that the tutors not primarily focuse on the metacognitive level. This does not correspond with the theoretical assumptions about the students' development of tools for problem solving and self-directedness in their learning
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Lic.-avh. Linköping : Univ
The aim of the study wasto get an over-view of the actual function of the tutor according to the existing theoretical frame of reference for problem-based learning. Questionnaires with structured and open answers were answered by students and tutors in the different programmes. On an overall basis the students and the tutors agree in their assessments of the function of the tutor. The most significant result indicates that the tutors not primarily focuse on the metacognitive level. This does not correspond with the theoretical assumptions about the students' development of tools for problem solving and self-directedness in their learning
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