ERIC Number: EJ1112494
Record Type: Journal
Publication Date: 2014
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2375-804X
EISSN: N/A
Measuring the Effects of Problem-Based Learning on the Development of Postformal Thinking Skills and Engagement of First-Year Learning Community Students
Wynn, Charles T., Sr.; Mosholder, Richard S.; Larsen, Carolee A.
Learning Communities: Research & Practice, v2 n2 Article 4 2014
This article presents an instructional model for teaching a gateway history course that affects students by: 1) improving their ability to think at higher levels; 2) increasing engagement; and 3) enhancing their perception of the relevancy of the course material in comparison to traditional lecture and discussion. The model includes problem-based learning, a metacognitive reflection inducing approach to discussion, and integration into a learning community (PBL LC). The researchers conducted an evaluation of the outcomes of PBL LC and compared them to the outcomes of the same course taught by model methods without the learning community (PBL History) and by traditional lecture and discussion (TLD). We used a neo-Piagetian framework for developing the metacognitive reflection approach that also identified our target for higher level thinking and adult complex problem solving ability, i.e. postformal thinking dynamics. Change in cognitive ability, engagement and perception of relevancy of the content were measured using both quantitative and qualitative techniques. The results indicated that students taught with PBL LC had the highest levels of postformal thinking change, engagement, and perception of content relevancy, with both PBL LC and PBL resulting in higher levels than TLD.
Descriptors: Problem Based Learning, Thinking Skills, Skill Development, College Freshmen, First Year Seminars, History Instruction, Learner Engagement, Relevance (Education), Metacognition, Reflection, Communities of Practice, Outcomes of Education, Models, Teaching Methods, Achievement Gains, Piagetian Theory, Problem Solving, Cognitive Ability, Intervention, Instructional Effectiveness, Questionnaires, Likert Scales, Statistical Analysis, Hypothesis Testing, Pretests Posttests
Evergreen State College's Washington Center, the National Resource for Learning Communities. 2700 Evergreen Parkway NW, SEM II E2115, Olympia, WA 98505. Tel: 360-864-6606; Fax: 360-867-6662; e-mail: washcenter@evergreen.edu; Web site: http://washingtoncenter.evergreen.edu/lcrpjournal/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Grant or Contract Numbers: N/A