John R. Mergendoller|Nan L. Maxwell|Yolanda Bellisimo
The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics
University of Oklahoma|University of Oklahoma|University of Oklahoma
pbl teachers coach students suggestions study inquiry assign predetermined learning activitiesinstead students pursue problem solutions clarifying problem posing necessary questions researching questions producing product displays thinkingthese activities generally conducted collaborative learning groups often solve problem different ways arrive different answersthe design pbl instructional approach used current study maxwell et al 2001 instantiated series curricular units focused knowledge concepts principles comprise american highschool economics curriculum buck institute education ndthese units take one day three weeks complete scaffold degree constrain teacher student behavioreach unit contains seven interrelated phases entry problem framing knowledge inventory problem research resources problem twist problem log problem exit problem debriefingstudent groups generally move phases order indicated may return previous phase linger phase consider particularly difficult part problemthe teacher takes facilitative role answering questions moving groups along monitoring positive negative behavior watching opportunities direct students specific resources provide clarifying explanationsin version pbl students learn entirely teachers still teachbut timing extent instructional interventions differ used traditional approachespbl teachers wait teachable moments intervening providing needed content explanations students want understand specific content recognize must learn somethingalthough theoretical basis pbl argument compelling norman schmidt 1992regehr norman 1990 little research conducted impact pbl highschool level studies occurred medical schools pross 2005 curriculum reform frequently based pbl instructional model armstrong 1997 kaufman 1985reviewers examined pbl medical school research reached contradictory conclusionsfor example albanese mitchell 1993 concluded problembased instructional approaches less effective teaching basic science content measured part national board medical examiners exam whereas vernon blake 1993 reported pbl approaches effective generating student interest sustaining