The Effect of a Teacher Subverting a Key Ground Rule of Problem-Based Learning by Providing Information First

• In Event: Poster Session 14
  In Poster Session: Learning Environments Poster Session

Abstract

The Next Generation Science Standards and the Common Core bring an increased emphasis on developing K-12 students' problem solving, argumentation and self-directed learning skills (Krajcik, Codere, Dahsah, Bayer, & Mun, 2014; McLaughlin & Overturf, 2012; National Science Board, 2010). One way to help students develop such skills is to have them address authentic, ill-structured problems (Kuhn, 2007) within the framework of problem-based learning (PBL). A problem-first approach opens the door for students to address learning needs on their own instead of teachers providing the answers. The purpose of this research is to describe how outcomes associated with PBL, such as self-directed learning and problem-solving are compromised when passive learning strategies provide students information first, instead of the problem first.

Authors

• D. Mark Weiss, Utah State University

• Brian R. Belland, Utah State University