Abstract
Problem-based learning, unbeknownst to many educators, has been around for two decades. A brief history of the evolution of PBL shows innovation comprised of four elements: an ill-structured problem, substantive content, student apprenticeship, and self-directed learning. Research evidence supporting its effectiveness is not numerous but tends to support that PBL is better than traditional instruction on a number of variables, including long-term information retention, conceptual understanding, and self-directed learning. PBL can be modified with integrity into elementary, middle, and high school classrooms for the gifted.
Keywords
PsychologyMathematics educationProblem-based learningApprenticeshipPedagogy
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Publication Info
- Year
- 1997
- Type
- article
- Volume
- 20
- Issue
- 4
- Pages
- 332-362
- Citations
- 259
- Access
- Closed
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Cite This
Shelagh A. Gallagher
(1997).
Problem-Based Learning: Where Did it Come from, What Does it Do, and Where is it Going?.
journal for the education of the gifted
, 20
(4)
, 332-362.
https://doi.org/10.1177/016235329702000402
Identifiers
- DOI
- 10.1177/016235329702000402