This paper distinguishes among "contextualizing", "conceptualizing", and "problem-centring" as three basic approaches to interdisciplinary curriculum. This typology is based on the type of inquiry that takes place in the classroom. For example, if the guiding epistemology in the interdisciplinary work is that of the humanities, the mode of…

In 1999, the Southeast Advanced Technological Education Consortium (SEATEC) held two national forums on the campus of Vanderbilt University. The first forum addressed the design of case studies for technological education. The second focused on best practices in teaching technological content through case studies (TEFATE, 1999). The second event…

This paper reports on the development and piloting of a systematic review and meta analysis of research on the effectiveness of problem based learning (PBL). The systematic review protocol was pilot tested with a sample of studies cited as providing "evidence" about the effectiveness of PBL. From the 5 studies mentioned in the sample of reviews,…

Traces development of the problem-based, five-year curriculum of the new medical school at the University of Newcastle (Australia), outlining the events of the three years before it opened and commenting on the experiences of its first year. A timetable of medical problems studied by the students is presented. (Author/JD)

Review of problem-based learning (PBL) finds that innovation is comprised of four elements: an ill-structured problem, substantive content, student apprenticeship, and self-directed learning. Research evidence suggests that PBL is better than traditional instruction on long-term information retention, conceptual understanding, and self-directed…

Suggests a concept framework for online learning based on collaborative/cooperative strategies and course designs that enhance creative and critical thinking. Urges a shift to project- and problem-based learning and action-reflection cycles. (Contains 30 references.) (SK)

Discusses the challenges of scaling out university-developed, project-based science curricula. Investigates what constitutes and why implement inquiry-based, project focused learning environments; the role of integrating technology to support their implementation; the value of engaging in design experiments for their development; the importance of…

Introduces a project for elementary school students in which students build a robot by following instructions and then write a computer program to run their robot by using LabView graphical development software. Uses ROBOLAB curriculum which is designed for grade levels K-12. (YDS)

Reviews the foundational principles of situated cognition and substantiates its theoretical underpinnings with a transactional worldview; draws connections between situated cognition and problem-based learning; and draws implications from situated cognition and problem-based learning to learning and instruction with technology. Suggests that…

Considers how to teach the various areas of mass media in sufficient depth, without sacrificing breadth. Discusses a variation of problem-based learning (PBL) as one possible solution to that educational conundrum. Focuses on a project developed by a group of public relations students using the PBL method. (SG)

The literature reveals disagreement over the degree of intervention facilitators should make in problem-based learning (PBL). PBL requires a shift to a constructivist teaching philosophy. Instructors who serve as facilitators need training in PBL methods and group dynamics in order to be effective. (SK)

Examines the effect of group size in problem-based learning on the problem-solving skill, self-directedness, and technical knowledge of 72 students in a dental education program. Discusses results of pretests and posttests, students' reactions, and implications for instructional design. (Contains 34 references.) (Author/LRW)

Uses a problem-based teaching approach to teach about the geological origins of the Galapagos Islands, colonization, species formation, and threats to biodiversity. Discusses finches, tortoises, and sea cucumbers and provides instructions for student discussions. (YDS)

Explains the steps necessary to write a case study. Illustrates the development of a case study for a freshman Evolutionary Biology class. (YDS)

Nursing students (n=29) were tested at entry and exit in a program using inquiry-based learning, an adaptation of problem-based learning. Students continued to use memorization despite its surface learning quality. A combination of memorization, conceptualization, and reflection may be best for understanding as well as retention. (SK)