Discusses problem-based learning and describes the occupational therapy programs at McMaster University and Shenandoah University. Compares similarities and differences and looks at issues involved in the implementation of the programs. (JOW)

A curricular anchor is a complex problem that students acknowledge as worth solving and that validates learning a set of relevant skills and concepts. To motivate students, anchors must capture the imagination, be perceived as important by learners, legitimize the disciplinary content they integrate, and accommodate a variety of learning…

Discusses use of the World Wide Web in education and its possibilities for developing higher order critical thinking skills to successfully deal with the demands of the future information society. Suggests that teachers need to provide learning environments that are learner-centered, authentic, problem-based, and collaborative. (Contains 61…

Describes problem based learning (PBL) as a science teaching approach that combines both school and real-world science. Explains how to design an ill-structured problem considering local, state, and national standards; finding and preparing data; implementing PBL in the classroom; and its benefits and student assessment. Includes an example of PBL…

The case method facilitates active, participatory learning, reflection, critical thinking, and problem solving. Effective teaching with cases involves group facilitation, optimal group size, and open-ended questions. Potential problems include student motivation and resistance, teacher role adjustment, and inadequate resources for case…

Describes the difficulties Argentina's medical schools are likely to face in implementing a problem-based learning (PBL) curriculum. Outlines the basic requirements for successful implementation of PBL curricula and describes the contradiction in Argentina between a health care system that forces specialization and the efforts of medical schools…

Describes a capstone course specifically designed for Environmental Geoscience majors that is a project-based course stressing small-group identification, analysis, and solution of real-world geo-environmental problems on a local scale. Prepares students for the immediate demands of post-college employment as well as developing lifelong learning…

Describes a problem scenario involving photobioreactors and presents materials and resources, student project activities, and teaching and evaluation methods for use in the technology education classroom. (Contains 14 references.) (SK)

Survey responses from 58 nursing students and 15 focus group interviews showed that problem-based learning (PBL) improved understanding of multidisciplinary practice and challenged them to work together and tolerate other perspectives. One-third felt learning was hindered by uncertainty over the PBL process and organizational/group issues.…

Reviews the origin of problem based learning (PBL) and variations of PBL. Suggests that PBL is simply one way of case study learning. (Author/KHR)

Problem-based learning was used by 43 adult students (31 in independent study, 12 in class). Responses from 28 of first group and 9 of second indicated overall satisfaction with strategy, supporting its use in a liberal learning context. Ways to improve it, such as eliciting learners' hunches and emphasizing knowledge to be gained rather than the…

This paper argues that problem-based learning in higher education offers more constructive ways of thinking and acting in times of educational change. The same problem-based approach can illuminate some of the issues in current efforts at educational reform and assist in bringing about constructive change. (MSE)

Adult learning is problem centered, and adults are motivated by personal growth. Curriculum design should promote information integration, account for learning style differences, and include transfer strategies. Facilitators should offer a safe, comfortable environment, and exercises should have fidelity. (SK)

Discusses four major issues related to the mathematics curriculum and what research says about each of them, namely questions of content, tracking, problem-based curricula, and the role of proof. (23 references) (MKR)

High school students in introductory accounting (n=64) took two combined problem-based and objective tests and a final objective exam. Combined format scores accounted for 62% of variance in achievement. Only the final objective-exam scores were unique predictors of achievement. (SK)