Education Commons^™

Interactional Research Into Problem-Based Learning, Susan M. Bridges, Rintaro Imafuku

Purdue University Press Books

Problem-based learning (PBL) has been deployed as a student-centered instructional approach and curriculum design in a wide range of academic fields across the world. The majority of educational research to date has focused on knowledge-based outcomes addressing why PBL is useful. Researchers of PBL are developing a growing interest in qualitative research with a process-driven orientation to examining learning interactions. It is essential to broaden this research base so as to support PBL designs and approaches to leading students into higher-order thinking and a deeper approach to learning.

Interactional Research Into Problem-Based Learning explores how students learn in an inquiry-led …

The Triple Jump In Problem-Based Learning: Unpacking Principles And Practices In Designing Assessment For Curriculum Alignment, Monaliza M. Chian, Susan M. Bridges, Edward C.M. Lo

Interdisciplinary Journal of Problem-Based Learning

Assessment validity, reliability, and constructive alignment to planned learning outcomes are less understood in the context of integrated, problem-based curricula. This conceptual paper examines a Triple Jump Assessment (TJA) employed as a formative and summative assessment system in the first year of an undergraduate dental program. Specifically, we deconstructed this instantiation of a TJA in terms of management and co-ordination; assessment design and item development; assessment administration; and assessment review, refinement and modification. Four core principles of TJA design for constructive alignment in an integrated, problem-based curriculum were identified as: (a) viewing the assessment design process as a collaborative and …

The Role Of Using Formative Assessments In Problem-Based Learning: A Health Sciences Education Perspective, Kristi W. Kelley, Julaine M. Fowlin, Andrew A. Tawfik, Max C. Anderson

Interdisciplinary Journal of Problem-Based Learning

Practitioners in the field of pharmacy are often confronted with ill-structured problems. Specifically, pharmacists are tasked with making patient-specific recommendations that are both safe and effective, which requires combining knowledge from the biomedical, behavioral, and pharmaceutical sciences. Given the dynamic nature of pharmacy as a profession, the field has begun to explore learning strategies that go beyond mere content coverage to strategies that better support higher-order learning outcomes. One of these approaches is problem-based learning (PBL). While studies have focused on how to support PBL to improve learning outcomes, the role of assessment is often overlooked. Further exploration is thus …

The Impact Of Pbl As A Stem School Reform Model, Michael R. L. Odell, Teresa J. Kennedy, Eric Stocks

Interdisciplinary Journal of Problem-Based Learning

Project/problem-based learning (PBL) can provide an effective model for school reform when implemented with fidelity. In the report, Rising Above the Gathering Storm, it was recommended that if the U.S. is to remain competitive in the 21st-century economy, there must be a serious effort to “enlarge the pipeline of students who are prepared to enter college and graduate with a degree in STEM” (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007, p. 6). The report included the recommendation that states develop statewide specialty STEM high schools (National Academy of Sciences, National Academy of Engineering, …

Problem-Based Learning In Teacher Education, Susan M. Bridges

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

Examining Science Learning And Attitude By At-Risk Students After They Used A Multimedia-Enriched Problem-Based Learning Environment, Min Liu, Sa Liu, Zilong Pan, Wenting Zou, Chenglu Li

Interdisciplinary Journal of Problem-Based Learning

Most of the previous problem-based learning (PBL) studies have been conducted with gifted or regular education students and have shown successes. However, little research on PBL exists for disadvantaged middle school students, especially students who are considered to be at risk of failing academically. In this study, we examined the use of a multimedia-enriched PBL science environment by at-risk middle school students. The results, using a mixed-methods design, showed that these students significantly improved their science knowledge and attitude toward science after they engaged in PBL learning. While there were no differences in the scores between the genders, the gain …

Developing Clinical Reasoning Skills Through Argumentation With The Concept Map Method In Medical Problem-Based Learning, Jihyun Si, Hyun-Hee Kong, Sang-Hwa Lee

Interdisciplinary Journal of Problem-Based Learning

This study aims to explore the effects of argumentation with the concept map method during medical problem-based learning (PBL) on individual clinical reasoning. Individual clinical reasoning ability was assessed through problem-solving performance and arguments that students constructed during individual clinical reasoning processes. Toulmin’s model of argument was utilized as a structure for arguments. The study also explored whether there would be any differences between the firstand second-year medical students. Ninety-five medical students participated in this study, and they took two PBL modules. During PBL, they were asked as a group to construct concept maps based on their argumentation about a …

Implementing Ngss Engineering Disciplinary Core Ideas In Middle School Science Classrooms: Results From The Field, Jessica Gale, Jayma Koval, Mike Ryan, Marion Usselman, Stefanie Wind

Journal of Pre-College Engineering Education Research (J-PEER)

With the inclusion of engineering disciplinary core ideas (DCIs), the Next Generation Science Standards (NGSS) position engineering as a new priority in K–12 science classrooms. This paper reports findings from the implementation of SLIDER, a problem-based learning 8th grade physical science curriculum that integrates engineering and physical science core ideas. As a culminating engineering design challenge, the SLIDER curriculum asks students to apply their understanding of energy, motion, and forces to design an automatic braking system for a robotic truck. The paper describes the curriculum and synthesizes findings from an array of data sources including student design interviews, written design …

Problem-Based Learning In Professional Studies From The Physiotherapy Students’ Perspective, Hilkka Korpi, Liisa Peltokallio, Arja Piirainen

Interdisciplinary Journal of Problem-Based Learning

The aim of the study was to investigate how physiotherapy students using a problem-based learning approach develop into experts during higher education, and answers the question: How do physiotherapy students at bachelor’s level understand the problem-based learning approach while learning to become professionals? PBL is examined using interpretative phenomenological analysis (IPA) of longitudinal data written by 15 voluntary students from two different higher education institutions and collected during 3.5 years. The main results on the new way of learning strengthen earlier conceptions of the importance of reflection in the learning process. The PBL method activates a reflection process by allowing …

Scaffolding For Optimal Challenge In K–12 Problem-Based Learning, Nam Ju Kim, Brian R. Belland, Daryl Axelrod

Interdisciplinary Journal of Problem-Based Learning

Establishing optimal challenge enhances intrinsic motivation, interest, and the probability of success in the learning activity. In K–12 problem-based learning (PBL), students may struggle to address associated tasks that are beyond their current ability levels. This paper suggested learner-centered scaffolding systems (LSS) to improve K–12 students’ perception of optimal challenge by addressing their learning issues in PBL. LSS enhances students’ experience in autonomy and competence by providing multiple types of scaffolding in accordance with students’ different needs and difficulties in PBL. Students can control the nature and frequency of scaffolding by themselves according to their needs and ability, and it …

Why Teach With Pbl? Motivational Factors Underlying Middle And High School Teachers’ Use Of Problem-Based Learning, Huei-Chen Lee, Margaret R. Blanchard

Interdisciplinary Journal of Problem-Based Learning

This quantitative study examined factors underlying middle and high school teachers’ choices about whether to use problem-based learning (PBL). Survey items measured respondents’ perceived competence, autonomy, and relatedness, and the value and costs they placed on implementing PBL. Teachers who have taught with PBL (n = 126) had significantly more formal PBL professional development, higher levels of perceived competence and value for this pedagogy, perceived more support from peers, and perceived lower costs than did the non–PBL use teachers (n = 30). Findings highlight the importance of formal PBL professional development in increasing teachers’ intention to implement PBL …

Developing Clinical Reasoning Skills In Teacher Candidates Using A Problem-Based Learning Approach, Terry L. Goodin, Nancy G. Caukin, Heather K. Dillard

Interdisciplinary Journal of Problem-Based Learning

In 2013, the Educational Leadership Department at Middle Tennessee State University (MTSU) implemented a redesign of the teacher preparation program to transition from a traditional on-campus model to one delivered both on-campus and in off-campus school sites while using a problem-based learning method. This new program closely follows the medical school model of residency experiences coupled with problem-based learning events. This article describes the problembased learning process used in this program, comparing it with the early versions of medical school problem-based learning that encouraged the development of “clinical reasoning” skills. Similarities and differences are highlighted, along with key components of …

Exploring Problem-Based Learning For Middle School Design And Engineering Education In Digital Fabrication Laboratories, Monica M. Chan, Paulo Blikstein

Interdisciplinary Journal of Problem-Based Learning

This is a research study of design and engineering classes that use a problem-based learning (PBL) approach in digital fabrication makerspaces in two middle schools. In these studies, teachers employ a PBL approach and provide an ill-structured problem scenario to facilitate design and engineering lessons in the FabLab (fabrication laboratory). Students in each school tackled different challenges that they defined for themselves in groups. This study provides examples of student-student interactions separated into key themes—defining specifications with teammates, personal exploration, and communication about discoveries. This study also provides examples of teacher-student interactions, and themes include demonstrations with tangible objects, discussing …

Making Learners: A Framework For Evaluating Making In Stem Education, Jill A. Marshall, Jason R. Harron

Interdisciplinary Journal of Problem-Based Learning

The maker movement has strong connections to science, technology, engineering, and mathematics (STEM) as well as art and crafts, but the goals of making are not in perfect alignment with any of these disciplines. Within the problem-based paradigm, however, there is room to incorporate making as situated STEM learning, even in formal, standards-based educational settings. We report on a framework for making in STEM education and describe a rubric for assessing the presence of the essential elements of making within STEM instruction. We present examples of the application of the rubric in a STEM teacher education course.

The Effect Of Problem-Based Learning On The Creative Thinking And Critical Thinking Disposition Of Students In Visual Arts Education, Kani Ulger

Interdisciplinary Journal of Problem-Based Learning

The problem-based learning (PBL) approach was implemented as a treatment for higher education visual arts students over one semester to examine its effect on the creative thinking and critical thinking disposition of these students. PBL had a significant effect on creative thinking, but critical thinking disposition was affected to a lesser degree. One possible reason for this result is that in this study, open structures were used for learning activities as a nonroutine problem-solving process to develop creative thinking. Accordingly, the results of this study indicate that PBL can help students with nonroutine problem-solving processes by maintaining uncertainty and enhancing …

The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco

Interdisciplinary Journal of Problem-Based Learning

Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics. The URL …

Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition In Multicultural Classrooms, Pamela Hartman, Corinne Renguette, Mary Theresa Seig

Interdisciplinary Journal of Problem-Based Learning

We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to help them improve their own knowledge of PBL, become mentors to other teachers, and implement PBL in their schools across content areas.

Educators in the United States are challenged to teach linguistically and culturally diverse (LCD) students with differing literacy levels. The demographics of U.S. classrooms require …

Using Analytics To Transform A Problem-Based Case Library: An Educational Design Research Approach, Matthew Schmidt, Andrew A. Tawfik

Interdisciplinary Journal of Problem-Based Learning

This article describes the iterative design, development, and evaluation of a case-based learning environment focusing on an ill-structured sales management problem. We discuss our processes and situate them within the broader framework of educational design research. The learning environment evolved over the course of three design phases. A semisummative evaluation of student concept maps after the third phase revealed unsatisfactory learning outcomes. This paper focuses on how we investigated design flaws that contributed to poor learning performance. A specific focus of our investigation was the use of Google Analytics data, which uncovered weaknesses in our design. Based on our findings, …

Guest Editors' Introduction: Problem-Based Learning—Promoting Competences, Shaping The Future, Claude Müller, Monika Schäfer, Geri Thomann

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

How To Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning Versus Interdisciplinary Project-Based Learning, Mirjam Brassler, Jan Dettmers

Interdisciplinary Journal of Problem-Based Learning

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize students’ collaboration, both pedagogies seem suitable to enhance students’ interdisciplinary competence. Based on the principle of constructive alignment and four instructional principles on interdisciplinary learning, this paper proposes that students profit more from interdisciplinary PBL (iPBL) than interdisciplinary PjBL (iPjBL). A pre-post study was conducted with a sample of 95 students participating in iPBL and 183 students …

The Transfer Of Problem-Based Learning Skills To Clinical Practice, Marie T. Stanton, Suzanne Guerin, Terry Barrett

Interdisciplinary Journal of Problem-Based Learning

The purpose of this article is to present and discuss the reported impact of a fully problem-based learning (PBL) master’s program on the way graduates worked with patients and colleagues in Ireland. These graduates had completed a sixteen-month fully PBL master’s in sonography while concurrently working in clinical practice. Semi-structured telephone interviews were used to collect qualitative data from graduates of the PBL program. PBL graduates reported four notable changes in their approach to clinical practice following the PBL MSc ultrasound program: (1) thinking more before, during, and after clinical practice; (2) more effective communication with patients; (3) improved communication …

Design And Evaluation Of A Problem-Based Learning Environment For Teacher Training, Laura Hemker, Claudia Prescher, Susanne Narciss

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning can have a great impact on the acquisition of practical knowledge, which is a central learning aim in the field of teacher education. Therefore, we implemented a problem-based learning approach in four seminars on educational assessment. In this paper, we outline our didactic design and discuss the results of the first evaluations, which explored acceptance of the approach, learning results, and expected applicability of the acquired knowledge.

The results show benefits of the problem-based learning approach, but also room for improvement. Specifically, the use of problems from multiple contexts (theoretical foundations and direct practical application) and the flexible …

Engaged Learning: Impact Of Pbl And Pjbl With Elementary And Middle Grade Students, Sharon Dole, Lisa Bloom, Kristy K. Doss

Interdisciplinary Journal of Problem-Based Learning

This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1–9. Student-related themes that resulted from the data analysis are grouped under the main …

Undertaking Educational Research Following The Introduction, Implementation, Evolution, And Hybridization Of Constructivist Instructional Models In An Australian Pbl High School, Adam Hendry, Gavin Hays, Kurt Challinor, Daniel Lynch

Interdisciplinary Journal of Problem-Based Learning

The aim of this paper is to provide an overview of the introduction, implementation, evolution, hybridization, and initial research into the constructivist instructional models deployed within a secondary (high) school in Australia. A concomitant aim is to relate some of the consequences of whole school pedagogical change, which have included the implementation of project- and problem-based learning, the flipped classroom, and a derivative hybridized form, referred to here as “flipped PBL.” Moreover, after a decade of using constructivist approaches, we initiated educational research to better understand some of the effects of these changes and to explore the reasons behind the …

Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr

Interdisciplinary Journal of Problem-Based Learning

Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …

Problem-Based Learning In K–8 Mathematics And Science Education: A Literature Review, Joi Merritt, Mi Yeon Lee, Peter Rillero, Barbara M. Kinach

Interdisciplinary Journal of Problem-Based Learning

This systematic literature review was conducted to explore the effectiveness of problem-based and project-based learning (PBL) implemented with students in early elementary to grade 8 (ages 3–14) in mathematics and science classrooms. Nine studies met the following inclusion criteria: (a) focus on PBL, (b) experimental study, (c) kindergarten to grade 8 level, and (d) focus on mathematics or science content. For these studies, we examined: the definitions of PBL used, the components of PBL explicitly identified as salient to student learning, and the effectiveness of PBL. This review found that although there is no consistent definition of PBL, PBL is …

Problem-Based Assignments As A Trigger For Developing Ethical And Reflective Competencies, Dieter Euler, Patrizia Kühner

Interdisciplinary Journal of Problem-Based Learning

The following research question serves as the starting point of this research and development project: How, in the context of a didactic design, can problem-based assignments trigger learning activities for the development of ethical and reflective competencies in students in economics courses? This paper focuses on the design of problem-based assignments as a trigger for purposeful learning activities, and, based on the literature, summarizes the principles of problem-based assignment design. A case study on the “city economics” topic outlines the implementation of these principles in a specific economics class context. In the context of a design-based research approach, the development …

Editor's Introduction, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

Stem High School Teachers’ Views Of Implementing Pbl: An Investigation Using Anecdote Circles, Aimée L. Dechambeau, Susan E. Ramlo

Interdisciplinary Journal of Problem-Based Learning

Problem-based learning (PBL) has been gaining in popularity, especially within the context of STEM-based (science, technology, engineering, and mathematics) schools. Program assessments for these schools typically focus on student standardized test scores rather than the needs of the teachers. This study utilized anecdote circles, storytelling via moderated group discussions, to investigate teachers’ needs related to developing and implementing authentic, interdisciplinary PBL activities in an urban, public STEM high school. Teacher experiences and viewpoints were explored within three broad themes: assessment; coaching and training; and authentic learning. The analyses provide insights for transitioning a school for effective PBL implementation as well …

Development Of A Problem-Based Learning Matrix For Data Collection, Shannon M. Sipes

Interdisciplinary Journal of Problem-Based Learning

Few of the papers published in journals and conference proceedings on problem-based learning (PBL) are empirical studies, and most of these use self-report as the measure of PBL (Beddoes, Jesiek, & Borrego, 2010). The current study provides a theoretically derived matrix for coding and classifying PBL that was objectively applied to official curriculum documentation in a content analysis. The results for the level of problem-based learning in two engineering program curricula are presented. By introducing such a matrix, this study offers a tool that can be applied by other scholars examining PBL, creating consistency in methodology, definitions, and language among …