Content Acquisition in Problem-Based Learning: Depth versus Breadth in American Studies.

Gallagher, Shelagh A.; Stepien, William J.

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Peer reviewed

ERIC Number: EJ527609

Record Type: CIJE

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0162-3532

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Content Acquisition in Problem-Based Learning: Depth versus Breadth in American Studies.

Gallagher, Shelagh A.; Stepien, William J.

Journal for the Education of the Gifted, v19 n3 p257-75 Spr 1996

This study found no differences in content acquisition (as measured by a standardized test) of 167 gifted 10th graders in American Studies classes who received either a problem-based learning approach or traditional instruction. Results did not support the common assumption that curriculum fostering higher order thinking skills inevitably results in lower content acquisition. (Author/DB)

Descriptors: Academic Achievement, Academically Gifted, American Studies, Critical Thinking, High Schools, Instructional Effectiveness, Knowledge Level, Problem Based Learning, Problem Solving, Secondary School Curriculum, Teaching Methods, Thinking Skills

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A