The 9-step problem design process for problem-based learning: Application of the 3C3R model

The design of problems is crucial for the effectiveness of problem-based learning (PBL). Research has shown that PBL problems have not always been effective. Ineffective PBL problems could affect whether students acquire sufficient domain knowledge, activate appropriate prior knowledge, and properly...

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Bibliographic Details
Published in:Educational research review 2009, Vol.4 (2), p.118-141
Main Author: Hung, Woei
Format: Article
Language:English
Subjects:
Curriculum Development
Goals
Guidance Programs
Instructional Design
Integrity
Learning
Material Development
Prior knowledge
Problem Based Learning
Problem Sets
Problem Solving
Reflection
Sequential Approach
Teaching Methods
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Summary:The design of problems is crucial for the effectiveness of problem-based learning (PBL). Research has shown that PBL problems have not always been effective. Ineffective PBL problems could affect whether students acquire sufficient domain knowledge, activate appropriate prior knowledge, and properly direct their own learning. This paper builds on the 3C3R problem design model, which is a systematic conceptual framework for guiding the design of effective and reliable problems for PBL. To help practitioners apply the 3C3R model, this paper introduces a 9-step problem design process. The initial steps guide an instructional designer through analyses on learning goal, content, and context to help select problems. Later steps ensure that the problem appropriately affords the specifications identified in the analyses. The last two steps incorporate a reflection component, as well as ensure the integrity of the 3C3R components in the problem.
ISSN:1747-938X
1878-0385
DOI:10.1016/j.edurev.2008.12.001