Experimental analysis of the effective components of problem-based learning

Problem-based learning (PBL) is widely endorsed as a desirable learning method, particularly in science. Especially in light of the method's heavy demand on resources, evidence-based practice is called for. Rigorous studies of the method's effectiveness, however, are scarce. In Study 1, co...

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Bibliographic Details
Published in:Science education (Salem, Mass.) Mass.), 2011, Vol.95 (1), p.57-86
Main Authors: Pease, María A, Kuhn, Deanna
Format: Article
Language:English
Subjects:
College
College Students
Comparative Analysis
Elementary Education
Evidence Based Practice
Grundschulpädagogik
Instructional design
Learning
Learning Problems
Lecture Method
Lernschwierigkeit
Naturwissenschaftlicher Unterricht
Physics
Physikunterricht
Problem Based Learning
Problem Solving
Problemlösen
Problemorientiertes Lernen
Science Education
Science Instruction
Teaching Methods
Universität
Unterrichtsmethode
Vergleichsuntersuchung
Vorlesung
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Summary:Problem-based learning (PBL) is widely endorsed as a desirable learning method, particularly in science. Especially in light of the method's heavy demand on resources, evidence-based practice is called for. Rigorous studies of the method's effectiveness, however, are scarce. In Study 1, college students enrolled in an elementary physics course participated in 7 hours of instruction on two concepts, one (electromagnetic field) via a PBL method and the other (gravitational field) via a lecture/discussion method. A comparison class enrolled in the same course with the same instructor underwent the identical experience except that matching of concept and method was reversed. Multiple assessments over time showed superior mastery of the concept learned via PBL for both groups. In Study 2, using a subtractive method, we further investigated the role of specific components of the PBL method by comparing a group who worked individually using a PBL method to one who participated in the typical collaborative form of PBL. Rather than the social component typically associated with PBL, the effective component of the method appears to be the focus on engagement with a problem.
ISSN:1098-237X
0036-8326
1098-237X
DOI:10.1002/sce.20412