Designing Problems for Problem-Based Learning: Perceptions From Singapore

• In Event: Marriott Roundtable Session 23
  In Roundtable Session: Pushing the Boundaries of Problem-Based Learning: Problem Design, Inquiry, Project-Based, and Case-Based Approaches

Abstract

With the more pervasive implementation of Problem-based Learning (PBL), attention to the effects of problem quality on student learning has increased. Many researchers have discussed the importance of the design of quality problems as they could influence students’ engagement and learning. In order to understand teachers’ perceptions and experiences in designing PBL problems, this study used the 2nd generation 3C3R PBL problem design model as the conceptual framework to guide the exploration. This exploratory study suggested that 3C3R model is a possible theoretical framework to scaffold teachers crafting of problem scenarios for PBL. It also informed possible refinements to the model by considering the possible connections and tensions among elements of the model.

Authors

• Bee Leng Chua, Nanyang Technological University

• Woei Hung, University of North Dakota