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Is Learning in Problem-Based Learning Cumulative?
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Yew, Elaine H. J.; Chng, Esther; Schmidt, Henk G. – Advances in Health Sciences Education, 2011
Problem-based learning (PBL) is generally organized in three phases, involving collaborative and self-directed learning processes. The hypothesis tested here is whether learning in the different phases of PBL is cumulative, with learning in each phase depending on that of the previous phase. The scientific concepts recalled by 218 students at the…
Descriptors: Structural Equation Models, Problem Based Learning, Scientific Concepts, Learning Processes
A Comparative Study of Problem-Based and Lecture-Based Learning in Junior Secondary School Science
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Wong, Kenson Kin Hang; Day, Jeffrey Richard – Research in Science Education, 2009
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary students' science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: "Human Reproduction" and "Density" through PBL; group B (n = 38) was taught the…
Descriptors: Problem Based Learning, Early Adolescents, Educational Change, Foreign Countries
A Taste of Problem-based Learning Increases Achievement of Urban Minority Middle-School Students.
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Gordon, P. R.; Rogers, A. M.; Comfort, M.; Gavula, N.; McGee, B. P. – Educational Horizons, 2001
Problem-based learning was used as an enrichment activity in 2% of an urban middle school's curriculum. Assessment showed that it improved behavior and science achievement of low-income minority students. (SK)
Descriptors: Behavior Change, Constructivism (Learning), Middle School Students, Middle Schools