Problem-based learning (PBL) is an educational approach that challenges students to "learn to learn"--students work cooperatively in groups to seek solutions to real-world problems and, more importantly, to develop skills to become self-directed learners. PBL is unique in its integral emphasis on core content along with problem solving.…

This paper discusses logic puzzles, often used with students in the mathematics classroom, in the context of foreign language education, highlighting them as tools for individual or class practice in a problem-based learning environment that combines challenges and entertainment. Benefits of logic puzzles in the foreign language classroom include…

This study examined issues that arose during the development and implementation of a modified form of traditional problem based learning (PBL) at one Canadian university. It explored PBL in the context of preservice education, investigating how it could be used to foster an inquiry based approach to preservice preparation and how preservice…

This study examined a civil engineering capstone course that embedded a sophisticated simulation-based task within instruction. Students (n=28) were required to conduct a hazardous waste site investigation using simulation software designed specifically for the course (Interactive Site Investigation Software) (ISIS). The software simulated…

Teaching methodologies, such as Problem Based Learning (PBL), have arisen in response to educational research that has found evidence that even though lecturing may be the most prevalent teaching tool it is arguably the least effective way to facilitate student learning. It is important then, for methods instructors to give preservice teachers…

Closing the Loop (CTL) is a science curriculum designed to introduce students to integrated waste management through awareness. This document presents five lesson plans focusing on developing an understanding of natural resources, solid wastes, conservation, and the life of landfills. Contents include: (1) "What Are Natural Resources?"; (2)…

The ability to understand and frame problems encountered in practice is a critical skill for school leaders. This paper reports on a study that inquired about the teaching and learning of problem-framing skills in the Prospective Principals Program at Stanford University, a preparation program for school administrators that relies on problem-based…

While increasing teachers' scientific knowledge base has been identified as a challenge for teacher education (e.g., NCES, 1996), the skills used to identify a need for knowledge and the skills necessary to search for that knowledge have been less discussed. Yet, the ability to learn for oneself is really the goal of lifelong teacher education. In…

Describes six key practices vital to a problem-centered instructional approach to number sense and computational strategies. Also presents actual classroom examples of strategies. (AIM)

A study investigated student use of a collection of self-directed anatomy learning modules designed to help students prepare for tutorial discussions of health care problems. The surveyed students (n=80) reported that module use depended on program level and premedical background in biology, not on tutor or preceptor requirements. Students who…

Examined faculty attitudes toward a new problem-based learning (PBL) curriculum at Missouri-Columbia School of Medicine, surveying 115 participants in the new curriculum and 96 nonparticipants. Participants judged the PBL curriculum to be superior in most respects to the old curriculum, whereas nonparticipants judged both to be about equal. (MDM)

Describes the ways in which a problem-based learning (PBL) approach to teaching precalculus can prepare students for calculus by helping students develop a conceptual understanding rather than learning through symbol manipulation and memorization. Discusses the exponential, trigonometric, polynomial, and rational function modules employed. (NB)

Defines problem-based learning (PBL) as an instructional method in which problems provide the context for students to develop skills and knowledge. Describes a study that examined whether students perceived that PBL courses were more effective than non-PBL courses at helping them develop specific outcomes. Reports that PBL students' perception of…

Research reveals that successful problem solvers must possess comprehensive knowledge, and more importantly, have appropriate knowledge organization and understanding. A new taxonomy of medical problems is recommended, and it is suggested that the traditional hypothetico-deductive strategy for problem-based learning be replaced by scheme-driven…

Undergraduates in clinical placement formed a team within a larger clinical team and attended problem-based tutorials. Data from exit interviews, surveys, and team conferences revealed discomfort with the preceptors' role, peer support among students, improved communication styles, and mutual learning between students and professionals. (SK)