Skip to main content

Models in Problem-Based Learning

  • Chapter
  • First Online:
Problem-based Language Learning and Teaching

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

  • 694 Accesses

Abstract

In this chapter, the main models of PBL implementation are discussed. We also put forth our own PBL model for implementation in language classes which we have tested through empirical studies.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 16.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abdullah, M. H. (1998). Problem-based learning in language instruction: A constructivist model. Eric Digest.

    Google Scholar 

  • Angeli, C. (2002). Teachers’ practical theories for the design and implementation of problembased learning. Science Education International, 13(3), 9–15.

    Google Scholar 

  • Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481–486.

    Article  Google Scholar 

  • Biggs, J. B. (1987). Study process questionnaire manual. Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.

    Google Scholar 

  • Biggs, J. B. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research and Development, 8(1), 7–25.

    Article  Google Scholar 

  • Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19–36.

    Article  Google Scholar 

  • Duch, B. (2001). Writing problems for deeper understanding. In B. Duch, S. E. Groh, & D. E. Allen (Eds.), The power of problem-based learning: A practical “how to” for teaching undergraduate courses in any discipline (pp. 47–53). Sterling, VA: Stylus Publishing.

    Google Scholar 

  • Erskine, D. L. (2010). Effect of prompted reflection and metacognitive skill instruction on university freshmen’s use of metacognition. (Published doctoral thesis), Brigham Young University.

    Google Scholar 

  • Gallagher, S. A. (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, 332–362.

    Article  Google Scholar 

  • Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Godden, D., & Baddeley, A. (1975). Context-dependent memory in two natural environments: On land and underwater. British Journal of Psychology, 66, 325–332.

    Article  Google Scholar 

  • Hays, R., & Gupta, T. S. (2003). Ruralising medical curricula: The importance of context in problem design. Australia Journal of Rural Health, 11, 15–17.

    Article  Google Scholar 

  • Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.

    Article  Google Scholar 

  • Hung, W. (2006). The 3C3R model: A conceptual framework for designing problems in PBL. Interdisciplinary Journal of Problem-Based Learning, 1(1), 6. Available at: http://dx.doi.org/10.7771/1541-5015.1006.

  • Jonassen, D. H. (2000). Toward a design theory of problem solving. ETR&D, 48(4), 63–85.

    Article  Google Scholar 

  • Kitchner, K. S. (1983). Cognition, metacognition, and epistemic cognition: The three-level model of cognitive processing. Human Development, 26, 222–232.

    Article  Google Scholar 

  • Koszalka, T. A., Song, H.-D., & Grabowski, B. (2001, April). Examining learning environmental design issues for prompting reflective thinking in web-enhanced PBL. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED464592)

    Google Scholar 

  • Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching 3rd edition-Oxford handbooks for language teachers. Oxford: Oxford university press.

    Google Scholar 

  • Larsson, J. (2001). Problem-based learning: A possible approach to language education? Polonia Institute, Jagiellonian University. Retrieved on 5 May 2017 from http://www.nada.kth.se/~jla/docs/PBL.pdf.

  • Levesque, J. E. (1999). A comparison of problem-based learning and traditional lecture methods on medical student performance. Doctoral dissertation, University of Houston, Huston.

    Google Scholar 

  • Maudsley, G. (1999). Do we all mean the same thing by “problem-based learning”? A review of the concepts and a formulation of the ground rules. Academic Medicine, 74(2), 178–185.

    Article  Google Scholar 

  • Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31–38.

    Google Scholar 

  • Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. In B. G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 135–148). Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • Spiro, R. J., Coulson, R. L., Feltovich, P., & Anderson, D. K. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In Tenth Annual (Ed.), Conference of the cognitive science society (pp. 375–383). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Torp, L., & Sage, S. (1998). Problems as possibilities: Problem-based learning for K–12 education. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Trafton, P. R., & Midgett, C. (2001). Learning through problems: A powerful approach to teaching mathematics. Teaching Children Mathematics, 7(9), 532–536.

    Google Scholar 

  • Uyeda, S., Madden, J., Brigham, L. A., Luft, J. A., & Washburne, J. (2002). Solving authentic science problems: Problem-based learning connects science to the world beyond school. The Science Teacher, 69(1), 24–29.

    Google Scholar 

  • Weiss, R. E. (2003). Designing problems to promote higher-order thinking. In D. S. Knowlton & D. C. Sharp (Eds.), Problem-based learning in the information age (pp. 25–31). San Francisco: Jossey-Bass.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Loghman Ansarian .

Rights and permissions

Reprints and permissions

Copyright information

© 2018 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Ansarian, L., Teoh, M. (2018). Models in Problem-Based Learning. In: Problem-based Language Learning and Teaching. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-0941-0_3

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-0941-0_3

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-0940-3

  • Online ISBN: 978-981-13-0941-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics