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Interdisciplinary Journal of Problem-Based Learning

Problem based learning

Articles 1 - 3 of 3

Full-Text Articles in Education

“Voices From The Field” Overview, Call For Papers, And Section Introduction, Michael M. Grant Mar 2013

“Voices From The Field” Overview, Call For Papers, And Section Introduction, Michael M. Grant

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.


Understanding Undergraduate Research Experiences Through The Lens Of Problem-Based Learning: Implications For Curriculum Translation, Olga Pierrakos, Anna Zilberberg, Robin Anderson Sep 2010

Understanding Undergraduate Research Experiences Through The Lens Of Problem-Based Learning: Implications For Curriculum Translation, Olga Pierrakos, Anna Zilberberg, Robin Anderson

Interdisciplinary Journal of Problem-Based Learning

There has been criticism about STEM education not focusing enough on problem solving, especially in authentic real-world contexts which are most often associated to ill-structured domains. To improve education, it is essential that curricula bring students to high levels of cognitive development by exposing them to authentic problems. Problem-based learning (PBL) is a student-centered pedagogy that offers a strong framework upon which to build a curriculum to teach students essential problem solving skills. An authentic problem solving experience, which is highly valued and promoted outside of the classroom, yet almost non-existent in the classroom is undergraduate research (UR). Herein, the ...


A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary Mar 2009

A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, And Assessment Levels, Andrew Walker, Heather Leary

Interdisciplinary Journal of Problem-Based Learning

Problem based learning (PBL) in its most current form originated in Medical Education but has since been used in a variety of disciplines (Savery & Duffy, 1995) at a variety of educational levels (Savery, 2006). Although recent meta analyses have been conducted (Dochy, Segers, Van den Bossche, & Gijbels, 2003; Gijbels, Dochy, Van den Bossche, & Segers, 2005) that attempted to go beyond medical education, they found only one study in economics and were unable to explain large portions of the variance across results. This work builds upon their efforts as a meta-analysis that crosses disciplines as well as categorizes the types of problems used (Jonassen, 2000), the PBL approach employed (Barrows, 1986), and the level of assessment (Gijbels et al., 2005; Sugrue, 1993, 1995). Across 82 studies and 201 outcomes the findings favor PBL (d = 0.13, +/- .025) with a lack of homogeneity (Q = 954.27) that warrants a closer examination of moderating factors.