AQCP Problem-Based Learning
Problem-Based Learning Resources:
***As a convenience for viewers, EEOP provides the following links. The content of the links is not maintained by
ITEP or EEOP. EEOP maintains no responsibility for the information on the following link sites.***
Problem-Based Learning Links:
“Solving Authentic Science Problems” Uyeda, S., J. Madden, L.A.
Brigham, J.A. Luft, and J. Washburne. 2002. The Science Teacher, v. 69
no. 1. Arlington, VA: National Science Teachers Association.
This article describes the PBL process in simplified detail, outlines
the benefits of PBL, describes how teachers can develop a problem for
investigation, and presents an example of using PBL with minority students
on a water project in Tucson, Arizona. www.nsta.org/main/news/stories/science_teacher.php?news_story_ID=46338
The Hong Kong Centre for Problem-Based Learning
Promotes and supports the development of PBL in all areas of education in Hong Kong and is the regional centre for the
Asia-Pacific Problem-Based Learning Association. Primary focus is on higher education applications of PBL.
The University of Delaware Problem-Based Learning
Provides links to other PBL sites, sample PBL problems, and a clearinghouse; primary focus is on applications in undergraduate education.
Universiteit Maastricht's PBL
Web site collates multiple resources from the Netherlands and internationally to assist faculty members in the implementation of PBL,
primarily at the undergraduate level. www.unimaas.nl/pbl/
The Samford University Problem-Based Learning Initiative
Does research into the efficacy of PBL in undergraduate and professional education. The web site serves as a clearinghouse about PBL.
McMaster University's Medical School
(Ontario, Canada) pioneered problem-based learning and remains a world class leader in PBL. Links are provided to other university web sites, primarily in medical education.
Especially in the context of large classes. Donald R. Woods' 1996 book about using PBL at the university level is published on the web, with multiple resources
and links for information. http://chemeng.mcmaster.ca/pbl/pbl.htm
Center for the Advancement and Renewal of Learning and Teaching
in Mathematics, Science, and Technology
Provides many links to Illinois standards, internet resources, and internet-based learning. www.imsa.edu/center/
The University of Manchester
(England) Department of English and American Studies is beginning using PBL to teach literary studies at the undergraduate level.
More information about how this is being implemented is available on the web site.
What is Problem-Based Learning? The Illinois Mathematics
and Science Academy (IMSA) describes problem-based learning. IMSA is positioned as a leader in PBL with its national/international reputation as a provider of PBL training
at the K-12 levels and beyond. IMSA's unique niche is extended professional development in a deeply grounded research-based PBL model. The IMSA's institutes provide a
practical framework to enable classroom teachers to implement these theoretical beliefs. www.imsa.edu/center/pbl/intro.html
Center for Problem-Based Learning
The Illinois Mathematics and Science Academy's Center for Problem-Based Learning (CPBL) was established to engage in PBL research, information exchange, teacher training,
and curriculum development in K-16 educational settings. www.imsa.edu/team/cpbl/center.html
Edutopia Innovative Classrooms - The George Lucas Learning Foundation
Follow the "Project-Based Learning" link at the bottom of this page for additional information. www.glef.org/classrooms.html
Problem-Based Learning Bibliography:
Delisle, R. 1997. How to Use Problem-Based Learning in the Classroom.
Alexandria, Virginia: Association for Supervision and Curriculum Development. (ISBN 0-87120-291-3)
Robert Delisle details the PBL process, the teacher's role in problem-based learning, and important background
information about the history of PBL. The book describes a variety of PBL lessons, including problems, a chart
for organizing student research, and information about assessment.
Glasgow, N.A. 1997. New curriculum for new times:
A guide to student-centered, problem-based learning. Thousand Oaks, California: Corwin Press.
Neal Glasgow provides clear examples that show how to develop and assess your school's
problem-based curriculum. He also details how to involve mentors from the community to
help manage student projects across a wide range of subjects.
Lambros, A. 2002. Problem-based learning in K - 8 classrooms:
A Teacher's Guide to Implementation. Thousand Oaks, CA: Corwin Press, Inc. (ISBN 0-7619-4534-2)
This book illustrates how PBL can enliven curriculum and lesson planning by encouraging students to play a more
central role in their own learning process. It provides a straightforward framework for efficiently and effectively
teaching problem-solving skills, tapping children's interests and previous knowledge, and making the curriculum
relevant to students' worlds of meaning. Special features include comprehensive definition of PBL and its benefits,
PBL planning matrixes and sample lessons, PBL instructional materials for easy integration into the classroom,
and detailed PBL problem scenarios specific to each grade level, with examples of how student groups worked together to solve them.
Levin, B. B. (ed.) 2001. Energizing teacher
education and professional development with problem-based learning. Alexandria, Virginia:
Association for Supervision and Curriculum Development. (ISBN 0-87120-508-4)
Editor Barbara Levin and the book's contributing authors believe that if teachers are to
use PBL effectively with their K-12 students, they need to personally experience PBL
themselves. Levin provides field-tested examples of how teacher educators have used PBL
in many professional development settings. The final chapter offers answers to frequently
asked questions about using PBL with teachers.
Stepien, W. J., P. R. Senn, and W. C. Stepien. 2000. The Internet
and Problem-Based Learning. Tucson, Arizona: Zephyr Press. (ISBN 1-56976-108-6)
This book provides clear guidelines for using the Internet to teach research and thinking skill through a
problem-based learning approach. The Internet is a wonderful and necessary tool, but using it to support your
class can present a challenge. Eight compelling problem units, spanning subjects from math to social studies
to language arts, take you and your students into the world of online information. The authors also show you
how to create your own problem-based units. The Internet and Problem-Based Learning will help guide you and
your students to a new level of online learning.
Torp, L. and S. Sage. 2002. Problems as Possibilities: Problem-Based
Learning for K-16 Education. Alexandria, Virginia: Association for Supervision and Curriculum Development. (ISBN 0-87120-574-2)
In this book, Torp and Sage offer opportunities to learn about PBL from the perspectives of the teachers, students,
parents, administrators, and curriculum developers. Readers gain a holistic sense of the problem-solving process
through actual examples from PBL units at elementary, middle, high school, and university levels.
Uyeda, S., J. Madden, L.A. Brigham, J.A. Luft, and J. Washburne. 2002. "Solving
Authentic Science Problems." The Science Teacher, v. 69 no. 1. Arlington, VA: National Science Teachers Association.
This article describes the PBL process in simplified detail, outlines the benefits of PBL, describes how teachers can
develop a problem for investigation, and presents an example of using PBL with minority students on a water project in Tucson, Arizona.
Problem-Based Learning Support Materials:
PBL: 3 Classrooms in Action This video
captures the experiences of three very different classrooms engaged in problem-based learning.
It is a clear testament to PBL's power to transform learning and engage both the student and
teacher. The video is approximately 30 minutes long -- about 10 minutes for a middle school
(grades 5 and 8) recycling unit, about 10 minutes for a high school English unit, and about
10 minutes on an elementary (grades 5/6) special education classroom unit. This video is a
must see for parents, teachers, administrators, board members, staff developers, and curriculum
coordinators! Available from
Mathematics and Science Academy (IMSA), Center for Problem-Based Learning.
PBL: Ahead of the Pack This video
highlights the benefits of PBL through the experience of students in a field-based Ecology
course at IMSA. (15 minutes)
The Flow of a PBL Experience: Learning from
the Inside Out This video follows the PBL immersion experience of participants at
the 1995 Harris Institute. Available from IMSA (30 minutes)
The Problem Log is the newsletter of the
Problem-Based Learning Network.
Published three times a year, The Problem Log allows PBL practitioners from around the world to
share their experiences and successes with problem-based learning. Back issues of The Problem
Log are available
in PDF format.
ASCD's Problem-Based Learning Network
is a network of educators from varied contexts and levels of education united by a
common interest in problem-based learning. They value PBL as a natural organizing
center for curriculum coupled with an instructional strategy. The goals are to maintain
and support an interpersonal network among educators interested in problem-based
learning to enable dialogue and the sharing of information, methods, and materials;
builds educators' understanding of problem-based learning from the multiple perspectives
of learner, coach, and problem designer; and enhances educators' existing problem-based
learning knowledge bases and skill levels with coaching behaviors through dialogue
and exchange of ideas. To join, contact:
The Center @ IMSA
1500 West Sullivan Road
Aurora, IL 60506-1000
TEL (630) 907-5956
FAX (630) 907-5946
Problem-Based Learning Across the
Curriculum In this Presentation Digest audiotape session, Bill Stepien
discusses how an innovative new approach called problem-based learning encourages
students to think critically about information they discover and how to use their
knowledge to construct ethical solutions to problems. Through demonstrations and
experiential training designs you'll learn how problem-based learning encourages
students at all ability levels to explore and apply specific knowledge. Problems
are examined for specific disciplines and interdisciplinary settings. You will
also examine outcomes and ways of authentically assessing those outcomes and
discover the teacher's role as a coach. Available from ASCD's
(Stock Number: 297182S25)
Problem-Based Learning Video
Series shows how teachers can use open-ended problems to enhance
learning in any subject. Two videos and a Facilitator's Guide introduce your
school to the principles of problem-based learning and show the steps to
designing problem-based units. Tape 1, Using Problems to Learn,
takes you to classrooms where teachers use problem-based learning (25 minutes).
In Tape 2, Designing Problems for Learning, teachers demonstrate
how to design problem-based learning (40 minutes). Includes a 121-page Facilitator's
Guide written by William J. Stepien. Available from ASCD's
store (Stock Number: 497172S25)
Problem-Based Learning Across
the Curriculum Professional Inquiry Kit Use of this 1997 kit in smaller
groups offers participants the opportunity to learn and apply new ideas on
problem-based learning and gives teachers a thorough understanding of how to
use open-ended problems to enhance learning in any subject. The first folder
and an introductory video in the eight-folder series provide teachers with a
rationale for and clear instructions on forming a successful study group. The
remaining folders are titled:
- Introducing Problem-Based Learning
- The Anatomy of Real-World Problem Solving
- How Can Ill-Structured Problems Lead to Meaningful Learning?
- Creating an Ill-Structured Problem to Fit Your Curriculum
- Coaching the Self-Directed Learner
- Assessing the Outcomes of Problem-Based Learning
- Extending Your Learning
Authors William J. Stepien and Shelagh Gallagher help teachers and other colleagues
develop a thorough understanding of how to use open-ended problems to enhance
learning in any subject; learn how problem-based learning encourages students
to explore and apply knowledge; examine problems for specific disciplines and
interdisciplinary settings; understand student assessment methods and the teacher's
role in the problem-solving process. Available from ASCD's
(Stock Number: 997148S25)
Last updated: May 26, 2005