Problem-based+Learning

// Members //

 * //Nan//
 * //Kasey//
 * //Amy//

//Example//
 * Citation**: Cavanaugh, T. W. (2006). //The digital reader: Using e-books in K-12 education.// Washington, DC: International Society for __Technology in Education__ (ISTE).
 * Location**: free preview in Google books
 * Notes**: a bit dated but good overview from major professional association
 * Poster**:ch

Researchers used //Connection Log// as a scaffold to help middle school students to find and organize information as they develop an evidence-based argument for a given problem. The study included 79 seventh-grade students in 4 sections of a science class. These students are in low-socioeconomic status middle school in a small rural Midwestern community. This study used a mixed-methods approach to gather data which included pretest scores, self-reported grades, videotaped interactions, prompted interviews, and posttest scores. Results show that //Connection Log// was more helpful to average- and lower-achieving students by helping them (1) formulate a strategy to complete needed tasks, (2) find and manage information, (3) stay on task, and (4) stay organized. Researchers also concluded that higher-achieving students might not need the support of //Connection Log//. Overall, //Connection Log// seems to help students improve argumentation skills and critical thinking skills.
 * Citation**: Belland, B. R. (2010). Portraits of middle school students constructing evidence-based arguments during problem-based learning: the impact of computer-based scaffolds. //Educational Technology Research & Development//, //58//(3), 285–309. doi:10.1007/s11423-009-9139-4
 * Location**: Academic Search Premier
 * Notes**:
 * Poster**: Nan

The researchers in this study were interested in addressing whether undergraduate Biology students acquire factual knowledge through problem-based learning compared to traditional lecture-based learning. The researchers used a "hybrid problem-based learning" system where 20% of time is spent in problem-based activities while rest of time is a combination of seminars, lectures, and lab courses. Data was collected from 2 consecutive cohort groups of about 60 undergraduates: one group in the traditional lecture-based learning (2004), and one group in the hybrid problem-based learning (2005). The H-PBL group was broken up into groups of 8-10 students. They are given 3 weeks to __work__ on each problem, totalling 9 problems for the year. In a given week, the H-PBL group meets with a tutor once and once within their group. This is an interesting concept. Each of the nice problems presented an authentic situation that require students to integrate cross-curricular information such as Physics, Chemistry, along with Biology. At the end of the 3 weeks, students are to present a report with their findings. Data consisted of 22 mutiple choice questions and 9 short answer questions. The results showed that there were no statistical difference between the 2 cohort groups - both scored about the same on the test. Researchers concluded that the H-PBL method does not negatively affect the acquisition of factual knowledge in these undergraduates. Content acquisition seems to be the same for H-PBL and LBL. There seems to be more student satisfaction in the H-PBL group. Although the H-PBL method did not result in an increase in factual knowledge acquisition, researchers are still hopeful that PBL was able to foster problem-solving and creative thinking skills. They plan to further research how PBL can increase factual acquisition. **Comment from Amy**: Several of my articles also mentioned that students expressed more satisfaction with PBL than with other methods. Although the //acquisition// of factual knowledge in this study didn't seem greater, I think it would be interesting to know if //retention// was greater - I wonder if there was a follow-up study?
 * Citation**: Carrió, M., Larramona, P., Baños, J. E., & Pérez, J. (2011). The effectiveness of the hybrid problem-based learning approach in the teaching of biology: a comparison with lecture-based learning. //Journal of Biological Education (Society of Biology)//, //45//(4), 229–235. doi:10.1080/00219266.2010.546011
 * Location**: Academic Search Premier
 * Notes**:
 * Poster**: Nan

Researchers in this study were interested in the following questions: (1) do students who use metacognitive scaffolds in forming hypothesis perform better than students without the use of the scaffold? and (2) do students who use metacognitive scaffolds propose better solutions than students without the use of scaffolds? To address these questions, a computer program called //Animal Investigator// was used by 6th grade students in Korea. The 172 students were grouped into 5 classes: 2 as control groups and 3 treatment groups. Students in the control group used the program without any metacognitive scaffolds. Students in the treatment group were prompted periodically with metacognitive scaffolds to help guide students' thinking as they formulate their hypotheses. Students were asked to formulate hypotheses as they work on the Animal Investigators program. Researchers then scored both the students' hypotheses development and solution development based on a rubric created. Results showed that students with metacognitive scaffolds were able to formulate better hypotheses than students without the scaffolds. However, there was no significant effect in using the metacognitive scaffolds for solution development. //Note//: It wasn't clear how this study was about problem-based learning since students worked individually on a computer program. This study focused more on the effect of metacognitive scaffolds on hypothesis development.
 * Citation**: Kim, H. J., & Pedersen, S. (2011). Advancing young adolescents’ hypothesis-development performance in a computer-supported and problem-based learning environment. //Computers & Education//, //57//(2), 1780–1789. doi:10.1016/j.compedu.2011.03.014
 * Location**: Academic Search Premier
 * Notes**:
 * Poster**: Nan

This study showed that undergraduate students in an environmental biotechnology course showed improvement and greater achievement in problem-solving skills through PBL. The environmental biotechnology course integrates science and engineering to harvest energy from microorganisms and plants as alternative fuel and sustain current resources. Results showed that students' achievement im problem-solving greatly increased after exposure to PBL. Students also felt that they were becoming better problem solvers after finishing a PBL block. Results of assessments also showed that students scored higher on quizzes after a PBL-block vs. lecture-based block. Authors conclude that PBL enhances learning while fostering critical-thinking, problem-solving, and collaborative skills.
 * Citation**: Marklin Reynolds, J., & Hancock, D. R. (2010). Problem-based learning in a higher education environmental biotechnology course. //Innovations in Education & Teaching International//, //47//(2), 175–186. doi:10.1080/14703291003718919
 * Location**: Academic Search Premier
 * Notes**:
 * Poster**: Nan

The researchers in this study aim to address the effectiveness of PBL on teaching the first law of thermodynamics to candidate science teachers in Turkey. The 48 students in their 3rd year of undergraduate studies were given a pre-test and post-test on the first law of thermodynamics. The test contained 18 multiple choice questions and 8 open-ended questions. The same group of students were also given a pre-test and post-test in science process skills. Other data included surveys and interviews. The results show that 80% students believed "learning in PBL environment is more effective and more permanent", 85% of students thought PBL increased motivation and was more enjoyable than traditional learning. However, there were some negative results: 91% of students felt constraint by the time allocated to solve each problem; 81% of students thought that PBL method contradicted familiar learning methods. Students commented that if PBL was integrated early on in primary grades, it would have had a greater effect on their learning. Overall, the researchers concluded that PBL had a positive effect in learning abilities of students. **Comment from Amy**: {Note to students: Of course PBL "contradicts familiar learning methods" - //that's the point!//}
 * Citation**: Tatar, E., & Oktay, M. (2011). The effectiveness of problem-based learning on teaching the first law of thermodynamics. //Research in Science & Technological Education//, //29//(3), 315–332. doi:10.1080/02635143.2011.599318
 * Location**: Academic Search Premier
 * Notes**:
 * Poster**: Nan


 * Citation**: Krain, M. (2010). The effects of different types of case learning on student engagement. //International Studies Perspectives//, //11//(3), 291-308. doi:10.1111/j.1528-3585.2010.00409.x
 * Location**: Academic Search Premier
 * Annotation:** The author of this article divides “case learning” into case studies and problem-based learning and then discusses how he used these two methods during two consecutive spring semesters of an International Political Economy course comprised of remarkably similar demographics to test four different methods of case learning. Both classes studied the same subject matter using the same method, either case study using texts written specifically for the case method, case study using texts written for the popular media (magazines, newspapers, books), case study using documentary films, or problem-based learning. Although case study and PBL share traits, the author is also explicit about the differences of each method. Unfortunately from the point of view of someone studying PBL, although the author is enthusiastic about collaborative learning and provides an impressive litany of reasons why collaborative learning is more effective than the traditional “chalk and talk” instructional model, the PBL described seemed more like just group work than PBL as described in many other studies.

Results were obtained through a __survey__ {I have NOT created a hyperlink here :-( }of eight questions using a 5-point Likert scale and one open-ended question. The author states two expectations that are proved correct by his two semesters of data: students prefer PBL and case studies that use films, although not because the films are entertaining, but rather because they are effective in making the subject matter more real and personal. As with most research, this study not only provided answers but raised more questions and the author offers several areas for further study.
 * Poster**: Amy


 * Citation**: O'Neill, G., & Woei, H. (2010). Seeing the landscape and the forest floor: changes made to improve the connectivity of concepts in a hybrid problem-based learning curriculum. //Teaching In Higher Education//, //15//(1), 15-27. doi:10.1080/13562510903488006
 * Location**: Academic Search Premier
 * Annotation:** This study from University College Dublin in Ireland warns of the need to ensure the knowledge that PBL students gain isn't compartmentalized, but that students can integrate knowledge obtained through PBL into other areas. The researchers in this study wanted to investigate whether it is possible to have a PBL curriculum that provides students with both the details (forest floor) of a subject while also being able to grasp an overview of the larger concepts (landscape) so as to avoid the compartmentalization of knowledge that is a criticism of PBL. The study used two approaches by Hung (one of the authors), interweaving and holistic. The study used three “cycles” with adjustments made to the subsequent cycles based on student response from the previous. The study took place at University College Dublin and was a single module titled “Education Theories” given to graduate students. Through the assessment provided by the learners in Cycle 1 the researchers discovered that some background, “landscape-overview” information / reading was necessary at the beginning of learning. Findings indicated that the adjustments made did provide more landscaping in Cycle 2. The authors state that their findings are preliminary and that further research is necessary, but they didn’t provide any specifics.

I found this article difficult to follow and even after several readings am not sure I completely understand all the nuances the authors are trying to convey.
 * Poster**: Amy


 * Citation**: Otting, H., Zwaal, W., Tempelaar, D., & Gijselaers, W. (2010). The structural relationship between students' epistemological beliefs and conceptions of teaching and learning. //Studies In Higher Education//, //35//(7), 741-760. doi:10.1080/03075070903383203
 * Location**: Academic Search Premier
 * Annotation**: This study used international students from the University of Applied Sciences in the Netherlands to examine how students’ prior beliefs about education affect their conception of PBL. The study administered a 65-question 5-point Likert scale questionnaire to 617 undergraduates in 9 different programs. Questions included asking students if they felt ability to learn was innate, if learning was proportional to effort, how strongly expert knowledge affected their belief in their own knowledge, conceptions of teachers and teachers’ control, and how learning is achieved.

The researchers found that students’ prior beliefs and conceptions need to be taken into account when students are being introduced to PBL. If a student has a traditional conception of teaching and learning and believes in expert knowledge over personal educational experience, they may have difficulty transitioning into a PBL environment.
 * Poster**: Amy


 * Citation**: Raine, D., & Symons, S. (2012). Problem-based learning: undergraduate physics by research. //Contemporary Physics//, //53//(1), 39-51. doi:10.1080/00107514.2011.615162
 * Location**: Academic Search Premier
 * Annotation:** This study shows numerous advantages, problems, and solutions of the PBL approach for undergraduate physics students at University of Leicester in the United Kingdom. After an introduction and a brief history of PBL, the authors review seven characteristics of PBL in physics (although these would be applicable to other fields as well), the importance and difficulties of facilitation, and assessment issues before concluding that this particular study resulted in greater engagement and retention. However, the authors also share the results of many other studies and even some “meta-studies” which pull together the results from numerous investigations. This article includes numerous example problems to facilitate understanding and also contains some of the clearest statements about PBL I’ve ever read.

Previous experience plays a large part in research: the researchers in this study already knew that some background, “landscape-overview” information / reading was necessary at the beginning of learning, whereas the researchers in the landscape and forest floor article (O'Neill & Woei) had to discover that through the assessment provided by their learners.

In their brief history of PBL, the authors made a statement which surprised me and which I hope someday to have the time and research to explore: they state that although PBL originated in medical school education (which did not surprise me) and then spread to educational training (again no surprise) they assert that it is now more prevalent in the humanities with only a slow ingress into the hard sciences. This surprised me because most of the examples I’ve seen and read about have been in the sciences.
 * Poster**: Amy


 * Citation**: Yeo, J., & Tan, S. (2010). Constructive use of authoritative sources in science meaning-making. //International Journal of Science Education//, //32//(13), 1739-1754. doi:10.1080/09500690903199564
 * Location**: Academic Search Premier
 * Annotation:** This study is a reaction to the premise that authoritative sources - textbooks, teachers, experts’ opinions - are a hindrance to students' creativity in PBL science class. The authors wanted to investigate the concern - backed by citations of previous studies - that students - and sometimes even teachers - tend to trust an authoritative source more than the evidence of their own experiments and experiences. The students were given a physics problem to solve before any of the related scientific content knowledge was encountered and the researchers used a semiotics approach to analyze how the students approached and worked on the problem. The authors conclude that if used constructively, authoritative sources can be an asset to PBL students.

Two aspects of this study were problematic: it only had five subjects, four girls and one boy, and the “authoritative source” the students used was “the Internet” with no other indication of source. I know some textbooks have had issues with errors, but retrieving information from an unspecified online source with unknown quality struck me as an unreliable and unscientific approach.
 * Poster**: Amy

_

//**Poster:** Kasey//
 * Citation:** Blachowicz, C. Z., & Obrochta, C. (2005). Vocabulary Visits: Virtual field trips for content vocabulary development. //Reading Teacher//,//59//(3), 262-268. doi:10.1598/RT.59.3.6
 * Location:** Academic Search Premier
 * Annotation:** The authors, Blachowicz (Director of the Reading Center) and Obochta (a Literacy coach), created a study in order to support the idea that virtual field trips enhance vocabulary development. The participants in the study were 5th grade students in a “multiethnic urban school” in the US and their teachers. Blachowicz and Obochta found that the read aloud nature of many of the interactive books found in virtual field trips enhance the student’s vocabulary by introducing them to new vocabulary words in interesting and relevant ways. They also found that the active learning component of virtual field trips helped to reinforce the comprehension of newly learned vocabulary.


 * Citation:** Cox, E., & Tyng-yn, S. (2004). Integrating student learning with practitioner experiences via virtual field trips. //Journal Of Educational Media, 29//(2), 113-123. doi:10.1080/1358165042000253285
 * Location:** Academic Search Premier
 * Annotation:**The authors, Cox and Tyng-yn from Central Missouri State University, conducted a 3 year study to determine the value of using Virtual Field trips to enhance distance education instruction. They planned to use the data collected to help instructors become more effective at teaching distance education courses. The participants in the study were high school students taking a public speaking course for college credit. Three classes were compared, 2 regular classes and one with the I-TV course which included video recorded Virtual Field trips (VFTs). Results of the study were negative in the fact that there was no positive correlation between student performance and video recorded virtual field trips. However, the authors still believe in the benefits of virtual field trips but note that they are better facilitated online as online VFTs offer more opportunities for learner interactivity.
 * Poster:** Kasey


 * Citation:** Jacobson, A. R., Militello, R., & Baveye. P. C. (2009). Development of computer-assisted virtual field trips to support multidisciplinary learning. //Computers & Education, 52//(3), 571-580. doi: 10.1016/j.compedu.2008.11.007
 * Location:** Academic Search Premier
 * Annotation:** Professors from Cornell and Utah State University aim to create a series of virtual field trips with would allow students to analyze the elements that lead to “the rise and fall of world civilizations.” The authors find that the best medium for the virtual field trips was the Internet due to the ability to include a variety of media directed at attaining the course objectives. The authors are pleased with the initial results of the study, but are continuing to develop the VFTs and the study itself.
 * Poster:** Kasey

//**Poster:** Kasey//
 * Citation:** Manzo, K. (2009). Virtual Field Trips Open Doors for Multimedia Lessons. //Education Week, 28//(21), 9.
 * Location:** Academic Search Premier
 * Annotation:** The authors, Kathleen Manzo of Education Week Magazine, wrote an in-depth article about the educational potential of virtual field trips. The article includes interviews with teachers who are currently using virtual field trips to enhance student learning. The article also addresses the characteristics of effective virtual field trips and the different types of virtual field trips. There is a special emphasis on live production virtual field trips in which the students get to watch an expert in the field actually take them on a tour of a place in which they cannot afford to travel to. Manzo also suggests that in some instances virtual field trips can be even more educationally beneficial than their live counterparts as virtual field trips are easily enhanced with additional curricular material and they avoid many of the distractions that an actual field trip has.


 * Citation:** Kim, H., & Pedersen, S. (2011). Advancing young adolescents’ hypothesis-development performance in a computer-supported and problem-based learning environment. //Computers & Education, 57//(2), 1780-1789. doi:10.1016/j.compedu.2011.03.014
 * Location:** Academic Search Premier
 * Notes:** The authors investigate the __relationship__ between scaffolding and hypothesis development in relation to problem solving performance. The participants in the study were 6th grade students.
 * Poster:** Kasey


 * Citation**//:// Klegeris, A. & Hurren, H. (2011). Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills. //Advances in Physiology Education, 35(4), 408-415.//
 * Location**: Academic Search Premier
 * Notes**: A study of PBL groups that supplemented a standard large lecture format classroom, and its positive conclusions.
 * Poster**: Helen


 * Citation**: Kek, M. & Huijser, H. (2011). The power of problem-based learning in developing critical thinking skills: preparing students for tomorrow's digital futures in today's classrooms. //Higher Education Research & Development, 30//(3), 329-341.
 * Location**: Academic Search Premier
 * Notes**: "This article describes problem-based **learning ** as a powerful pedagogical approach and an aligned teaching and **learning ** system to explicitly and directly teach critical thinking skills in a broad range of disciplines. "
 * Poster**: Helen


 * Citation**: Pepper, C. (2010). 'There's a lot of learning going on but NOT much teaching!': student perceptions of Problem-Based Learning in science. //Higher Education Research & Development, 29//(6), 693-707.
 * Location**: Academic Search Premier
 * Notes**: A qualitative analysis of student perceptions.
 * Poster**: Helen


 * Citation**: McHarg, J., Kay, E., & Coombes, L. (2012) Students' engagement with their group in a problem-based **learning** curriculum . // European Journal of Dental Education, 16//(1), 106-110.
 * Location**: Academic Search Premier
 * Notes**: This study found that students' engagement with their group had direct impact on learning.
 * Poster**: Helen

 Students' engagement with their group in a problem-based **learning** curriculum
 * Citation**: Allen, D., Donham, R., & Bernhardt, S. (2011) Problem-based learning. // New Directions for Teaching & Learning, 2011//(128), 21-29.
 * Location**: Academic Search Premier
 * Notes**: Problem-based learning in a medical school
 * Poster**: Helen