Problem-based learning is a teaching and learning approach that encourages students to participate in their own learning by researching real-life problem cases, in small groups, and thus acquiring knowledge. Therefore, PBL constitutes a transition from the traditional teacher-directed instruction to student-centered learning, where the tutor facilitates the learning process. Research findings indicate that PBL fosters the development of transferable skills and self-directed learning. There is also evidence that PBL is favorably received by the majority of students and educators. However, PBL students are less successful in standardized knowledge examinations in comparison to traditional curriculum students, since PBL approaches generally cover about 80% of the conventional curricula. Furthermore, PBL is a resource-intensive approach, which calls for careful planning and commitment on the part of educators. PBL practitioners underline the additional effort required for developing suitable problems and assessment processes within a PBL environment, on top of establishing appropriate facilitation strategies. In this paper the benefits and the challenges associated with the PBL instruction in general are considered, with specific reference to application in chemistry courses.
|Journal||Blended Learning in Practice|
|Publication status||Published - 2012|