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Vandenhouten, Christine; Groessl, Joan; Levintova, Ekaterina – New Directions for Teaching and Learning, 2017
Problem-Based Learning (PBL) is an increasingly popular interdisciplinary pedagogy. In this chapter, we discuss its roots, benefits, and potential trade-offs and give practical advice applicable to a variety of academic disciplines.
Descriptors: Problem Based Learning, Educational Practices, Interdisciplinary Approach, Educational Development
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Allen, Deborah E.; Donham, Richard S.; Bernhardt, Stephen A. – New Directions for Teaching and Learning, 2011
In problem-based learning (PBL), students working in collaborative groups learn by resolving complex, realistic problems under the guidance of faculty. There is some evidence of PBL effectiveness in medical school settings where it began, and there are numerous accounts of PBL implementation in various undergraduate contexts, replete with…
Descriptors: Cooperative Learning, Problem Solving, Instructional Effectiveness, Skill Development
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Huber, Marsha M. – New Directions for Teaching and Learning, 2009
This article discusses how the author used an integrated course design model to create new learning activities in her course on federal taxation. The shoebox case--a simulation where students are given realistic documents to use in preparing a tax return--gave her students an opportunity to construct new knowledge. This activity supported the…
Descriptors: Taxes, Learning Strategies, Teaching Methods, Integrated Curriculum
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Elton, Lewis – New Directions for Teaching and Learning, 2006
We now have pedagogical methods that can be successful--that is, effective--with most students at the undergraduate stage; one very promising method is problem-based or inquiry-based learning. (Contains 4 notes.)
Descriptors: Teaching Methods, Problem Based Learning, Research and Development, Theory Practice Relationship
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Barrows, Howard S. – New Directions for Teaching and Learning, 1996
Discussion of the problem-based learning approach in higher education looks at its origins in medical curricula, characteristics of the original method, the variety of educational objectives possible with this approach, problem-based curriculum development, advantages of the method, and its use outside the medical domain. (MSE)
Descriptors: Case Studies, Classroom Techniques, College Instruction, Curriculum Design
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Gijselaers, Wim H. – New Directions for Teaching and Learning, 1996
Three principles based on research in cognitive psychology explain the potential power of problem-based learning: (1) learning is a constructive, not a receptive process; (2) metacognition affects learning; and (3) social and contextual factors influence learning. These principles are more likely to be activated when specific teacher behaviors and…
Descriptors: Classroom Techniques, Cognitive Psychology, College Instruction, Curriculum Design