Disjunction as a form of troublesome knowledge in problem-based learning

Maggi Savin-Baden

    Research output: Chapter in Book/Report/Conference proceedingChapter

    12 Citations (Scopus)
    Original languageEnglish
    Title of host publicationOvercoming barriers to student understanding: threshold concepts and troublesome knowledge
    EditorsJ.H.F. Meyer, R. Land
    PublisherRoutledge
    Pages160-172
    ISBN (Print)9780415374309
    Publication statusPublished - 2006

    Bibliographical note

    The full text of this chapter is not available from this repository.

    Keywords

    • problem-based learning
    • health and social care

    Cite this

    Savin-Baden, M. (2006). Disjunction as a form of troublesome knowledge in problem-based learning. In J. H. F. Meyer, & R. Land (Eds.), Overcoming barriers to student understanding: threshold concepts and troublesome knowledge (pp. 160-172). Routledge.

    Disjunction as a form of troublesome knowledge in problem-based learning. / Savin-Baden, Maggi.

    Overcoming barriers to student understanding: threshold concepts and troublesome knowledge. ed. / J.H.F. Meyer; R. Land. Routledge, 2006. p. 160-172.

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Savin-Baden, M 2006, Disjunction as a form of troublesome knowledge in problem-based learning. in JHF Meyer & R Land (eds), Overcoming barriers to student understanding: threshold concepts and troublesome knowledge. Routledge, pp. 160-172.
    Savin-Baden M. Disjunction as a form of troublesome knowledge in problem-based learning. In Meyer JHF, Land R, editors, Overcoming barriers to student understanding: threshold concepts and troublesome knowledge. Routledge. 2006. p. 160-172
    Savin-Baden, Maggi. / Disjunction as a form of troublesome knowledge in problem-based learning. Overcoming barriers to student understanding: threshold concepts and troublesome knowledge. editor / J.H.F. Meyer ; R. Land. Routledge, 2006. pp. 160-172
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