Content Acquisition in Problem-Based Learning: Depth versus Breadth in American Studies.

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Title: Content Acquisition in Problem-Based Learning: Depth versus Breadth in American Studies.

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Title:	Content Acquisition in Problem-Based Learning: Depth versus Breadth in American Studies.
Authors:	Gallagher, Shelagh A.; Stepien, William J.
Descriptors:	Academic Achievement; Academically Gifted; American Studies; Critical Thinking; High Schools; Instructional Effectiveness; Knowledge Level; Problem Based Learning; Problem Solving; Secondary School Curriculum; Teaching Methods; Thinking Skills
Source:	Journal for the Education of the Gifted, v19 n3 p257-75 Spr 1996
More Info: Help Peer Reviewed:	Yes
Publisher:	N/A
Publication Date:	1996-00-00
Pages:	N/A
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study found no differences in content acquisition (as measured by a standardized test) of 167 gifted 10th graders in American Studies classes who received either a problem-based learning approach or traditional instruction. Results did not support the common assumption that curriculum fostering higher order thinking skills inevitably results in lower content acquisition. (Author/DB)
Abstractor:	N/A
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0162-3532
Audiences:	N/A
Languages:	English
Education Level:	High Schools