Showing papers in "Interdisciplinary Journal of Problem-based Learning in 2006"
TL;DR: This overview presents a brief history, followed by a discussion of the similarities and differences between PBL and other experiential approaches to teaching, and identifies some of the challenges that lie ahead for PBL.
Abstract: Problem-based learning (PBL) is an instructional approach that has been used successfully for over 30 years and continues to gain acceptance in multiple disciplines. It is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem. This overview presents a brief history, followed by a discussion of the similarities and differences between PBL and other experiential approaches to teaching, and identifies some of the challenges that lie ahead for PBL.
2,231 citations
TL;DR: In this paper, an analysis of facilitation of a student-centered problem-based learning group was performed through interaction analysis using video data and stimulated recall to examine two PBL group meetings, and specific strategies were used to support the PBL goals of help ing students construct causal explanations, reason effectively, and become self-directed learners while maintaining a student centered learning process.
Abstract: This paper describes an analysis of facilitation of a student-centered problem-based learning group. The focus of this analysis was to understand the goals and strategies of an expert facilitator in support of collaborative learning. This was accomplished through interaction analysis using video data and stimulated recall to examine two PBL group meetings. In this paper, we examine how specific strategies were used to support the PBL goals of help ing students construct causal explanations, reason effectively, and become self-directed learners while maintaining a student-centered learning process. Being able to articulate these strategies is an important step in helping others learn the art of PBL facilitation.
645 citations
TL;DR: Mergendoller et al. as mentioned in this paper compared the effectiveness of problem-based learning and traditional instructional approaches in developing high-school students' macroeconomics knowledge and examined whether PBL was differentially effective with students demonstrating different levels of four aptitudes: verbal ability, interest in economics, preference for group work, and problem-solving efficacy.
Abstract: Abstract This study compared the effectiveness of problem-based learning (PBL) and traditional instructional approaches in developing high-school students’ macroeconomics knowledge and examined whether PBL was differentially effective with students demonstrating different levels of four aptitudes: verbal ability, interest in economics, preference for group work, and problem-solving efficacy. Over all, PBL was found to be a more effective instructional approach for teaching macroeconomics than traditional lecture–discussion (p = .05). Additional analyses provided evidence that PBL was more effective than traditional instruction with students of average verbal ability and below, students who were more interested in learning economics, and students who were most and least confident in their ability to solve problems. Recommended Citation Mergendoller, J. R. , Maxwell, N. L. , & Bellisimo, Y. (2006). The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics. Interdisciplinary Journal of Problem-Based Learning, 1(2). Available at: https://doi.org/10.7771/1541-5015.1026 Download
334 citations
TL;DR: Specific hurdles that teachers are likely to encounter during the implementation process of problem-based learning are described and suggestions for supporting teachers’ classroom efforts are provided.
Abstract: While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K–12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to encounter during the implementation process and provide specific suggestions for supporting teachers’ classroom efforts. Implementation challenges relate to 1) creating a culture of collaboration and interdependence, 2) adjusting to changing roles, and 3) scaffolding student learning and performance. By supporting teachers’ initial and ongoing efforts, we anticipate that more teachers will recognize the potential of PBL as an effective instructional approach for developing learners who are flexible thinkers and successful problem solvers.
219 citations
TL;DR: The 3C3R PBL problem design model is introduced as a conceptual framework for systematically designing optimal PBL problems and discusses the model in terms of its theoretical basis, component functions, and the techniques used in designing PBLblems.
Abstract: Well-designed problems are crucial for the success of problem-based learning (PBL). Previous discussions about designing problems for PBL have been rather general and inadequate in guiding educators and practitioners to design effective PBL problems. This paper introduces the 3C3R PBL problem design model as a conceptual framework for systematically designing optimal PBL problems. The 3C3R model comprises two classes of components: core components and processing components. Core components—including content, context, and connection—support content and conceptual learning, while processing components—consisting of researching, reasoning, and reflecting—concern students’ cognitive processes and problem-solving skills. This paper discusses the model in terms of its theoretical basis, component functions, and the techniques used in designing PBL problems.
193 citations
TL;DR: This paper examined the perceptions of middle-school students with mild, moderate, and severe disabilities and of their teachers regarding the value of participating in a Problem-Based Learning (PBL) unit.
Abstract: While problem-based learning (PBL) has been found to be effective with gifted and average students (Hmelo-Silver, 2004), little is known about its impact on students with special needs. This study examines the perceptions of middle-school students with mild, moderate, and severe disabilities and of their teachers regarding the value of participating in a PBL unit. The unit focused on the physical accessibility of a low-SES, rural community where the students’ school was located. We used the constant comparative method (Glaser & Strauss, 1967) to analyze interview data, and used observation data and artifacts to triangulate interview comments. Among the noteworthy findings were (1) students manifested strong engagement, and (2) students with less severe disabilities developed compassion for students with more severe disabilities.
67 citations
TL;DR: The Project INSITE as discussed by the authors, a four-year professional development effort in Indiana, was designed to help teachers integrate problem-centered science methods in their classrooms, characterized by use of a meaningful driving question anchored in a real-world context; student-conducted investigations that resulted in the creation of products; collaboration among students, teachers, and the community; and use of technology as a tool for gathering and sharing information.
Abstract: Calls for reform in science education stress the need for inquiry-based, integrative methods that provide students with opportunities to solve authentic problems. Project INSITE, a four-year professional development effort in Indiana, was designed to help teachers integrate problem-centered science methods in their classrooms. This approach was characterized by use of a meaningful driving question anchored in a real-world context; student-conducted investigations that resulted in the creation of products; collaboration among students, teachers, and the community; and use of technology as a tool for gathering and sharing information. Quantitative and qualitative evaluations of the project suggest that it was generally successful in promoting positive teacher perceptions, fostering learner-centered classroom approaches, and leading to implementation of inquiry-based science in many classrooms.
35 citations
TL;DR: In this paper, the authors present an Open Access journal with a funding model that does not charge readers or their institutions for access to the full text of the journal's articles, allowing them to freely download, copy, distribute, print, search, or link the full texts of articles.
Abstract: This is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license.
26 citations
TL;DR: This is an Open Access journal and readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles.
Abstract: This is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license.
8 citations
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1 citations