Education Commons^™

This article presents a problem-based learning (PBL) model for teaching a college U.S. history survey course (U.S. history  since  1890)  designed  to  promote  postformal  thinking  skills  and  identify  and  explain  thinking  systems inherent in adult complex problem-solving. We also present the results of a study in which the outcomes of the PBL model were compared to the outcomes of the same course taught with traditional lecture and discussion. ThePBL model  was  more  effective  in  scaffolding  learning  so  that  students  recognize  and  practice  postformal  thinking dynamics  and  in  facilitating  self-reported  student  perceptions  of  increased  course  engagement  and  content relevance. We offer …