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Full-Text Articles in Education
The Effectiveness Of Problem-Based Instruction: A Comparative Study Of Instructional Methods And Student Characteristics, John R. Mergendoller, Nan L. Maxwell, Yolanda Bellisimo
The Effectiveness Of Problem-Based Instruction: A Comparative Study Of Instructional Methods And Student Characteristics, John R. Mergendoller, Nan L. Maxwell, Yolanda Bellisimo
Interdisciplinary Journal of Problem-Based Learning
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 …
The 3c3r Model: A Conceptual Framework For Designing Problems In Pbl, Woei Hung
The 3c3r Model: A Conceptual Framework For Designing Problems In Pbl, Woei Hung
Interdisciplinary Journal of Problem-Based Learning
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 …
Jumping The Pbl Implementation Hurdle: Supporting The Efforts Of K–12 Teachers, Peggy A. Ertmer, Krista D. Simons
Jumping The Pbl Implementation Hurdle: Supporting The Efforts Of K–12 Teachers, Peggy A. Ertmer, Krista D. Simons
Interdisciplinary Journal of Problem-Based Learning
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 …
Overview Of Problem-Based Learning: Definitions And Distinctions, John R. Savery
Overview Of Problem-Based Learning: Definitions And Distinctions, John R. Savery
Interdisciplinary Journal of Problem-Based Learning
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.