Three field-oriented, problem-based administrator preparation programs at the University of Colorado at Denver have provided opportunities and challenges. Student involvement in planning and conducting learning, collaboration among faculty and students, and use of performance-based learning outcomes and portfolio assessments are among the…

Describes "authentic" problem-based learning (PBL) as a specific teaching method that addresses all the educational objectives possible with PBL: acquisition of a rich body of deeply understood knowledge; development of effective clinical problem-solving skills; and development of an insatiable curiosity and a desire for continuous learning…

Reports on student and faculty perceptions of group dynamics in problem-based learning situations. Gender differences were demonstrated in interpretation of over 50% of the questionnaire items. Contains 18 references. (DDR)

Discusses the use of problem-based learning to meet technology standards. Highlights include technology as a tool for locating and organizing information; the Wolf Wars problem for elementary and secondary school students that provides resources, including Web sites, for information; Web-based problems; and technology as assessment and as a…

A pumpkin decorating exercise gave California sixth-graders a chance to discuss a problematic school policy on gangs, using Pablo Freire's problem-posing method. Since the policy failed to understand student views, it officially sanctioned and promoted silence. Student journals revealed how gang activity was woven into their world. (MLH)

Problem based learning (PBL) is offered as an example of a problem-focused and student-centered pedagogical approach that foregrounds the curricular imperatives outlined in the KALPIER Report and provides an innovative educational experience for students. A successful implementation of PBL in a graduate level course in e-commerce illustrates…

Populations traditionally served by social workers are experiencing increasingly severe psychosocial stressors, necessitating that students be trained in crisis intervention. This paper provides educators with a theoretical framework integrating generalist practice and crisis intervention, which is applied to compelling case studies from September…

The research literature is just beginning to uncover factors involved in sustaining constructivist learning environments, such as Project-Based Learning (PBL). Our case study investigates teacher responses to the challenges of constructivist environments, since teachers can play strong roles in supporting or undermining even the best…

This article elaborates on the basics of problem-based learning units and tips for implementation. The problem-based learning unit described focuses on the course of action involved in purchasing a new car. (Contains 2 figures.)

In response to calls for more engaging and interactive pedagogy, we simultaneously implemented 4 rousing learning activities: peer-mentored learning, student reports of what was clear (or not) from a previous lecture, consult corners where student groups provided course-informed solutions to problem-based scenarios, and applied projects presented…

For this study, the authors developed a multi-item, multi-dimensional scale for peer evaluation encompassing five key dimensions: dependability, task and maintenance orientation, domineering behavior, free-riding behavior, and individual competence. They also tested the relationship between these dimensions and two outcome variables: overall…

The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically…

This study compared the effectiveness of problem-based learning (PBL) versus lecture-based instruction (LBI) in high school foods and nutrition classes. Two classes were randomly assigned to the PBL group, while the remaining two were assigned to the LBI group. A pretest was administered. During the semester, LBI students received course content…

Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn…

Reflective-thinking skills are important in problem-based learning environments as they help learners become deeply engaged in learning. The literature suggests several instructional-design factors (e.g., environment, teaching methods, scaffolding tools) that may prompt reflection in learners. However, it is unclear whether these factors differ…