Many different versions of Problem-based Learning (PBL) are used today. To be consistent in evaluating the effectiveness of PBL, the focus in this paper is on what Howard Barrows called authentic PBL (aPBL). In aPBL students are empowered with the learning process; key distinguishing features are that the students teach each other the new…

Students' needs and research on learning should inform teaching practices. Makes suggestions for improving instruction such as using students as ombudspersons to provide feedback on class concerns, focusing on process skills, and incorporating problem-based learning into the curriculum. Also includes examples of successful programs and summaries…

Explains the differences between successful and unsuccessful problem solvers' exploration of a problem, translation of information into different forms, approach to devising and executing a plan, and rechecking work. (RT)

Summarizes research that contrasts the approaches and attitudes of successful and unsuccessful problem solvers. Supplies a categorized list of problem solver characteristics. (RT)

Considers research concentrating on the correlation between knowledge structure and learning. Suggests implications of this research to classroom teaching. Cites characteristics of unsuccessful and successful problem solvers. (RT)

Describes the contents of a book entitled The Care and Feeding of Ideas: A Guide to Encouraging Creativity which considers the thinking process, why skills need to be developed, and how students use or should use these thinking skills. (RT)

Reviews a monograph which addresses children's higher-order thinking skills. Suggests the following for teaching problem solving: identify and develop content-independent and content-dependent problem-solving skills, connect developed skills through workshop-style activities to subject discipline, and help students identify and reconstruct their…