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ERIC Number: EJ939098
Record Type: Journal
Publication Date: 2011-Oct
Pages: 30
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0002-8312
Problem-Based Learning in K-12 Education: Is It Effective and How Does It Achieve Its Effects?
Wirkala, Clarice; Kuhn, Deanna
American Educational Research Journal, v48 n5 p1157-1186 Oct 2011
Enthusiasm for problem-based learning (PBL) is widespread, yet there exists little rigorous experimental evidence of its effectiveness, especially in K-12 populations. Reported here is a highly controlled experimental study of PBL in a middle school population. Between- and within-subject comparisons are made of students learning the same material under three instructional conditions: lecture/discussion, characteristic small-group PBL, and solitary PBL. Assessments of comprehension and application of concepts in a new context 9 weeks after instruction showed superior mastery in both PBL conditions, relative to the lecture condition, and equivalent performance in the two PBL conditions, the latter indicating that the social component of PBL is not a critical feature of its effectiveness. (Contains 2 notes and 8 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A