Interdisciplinary Journal of Problem-based Learning · 2006 · 263 citations · 37 references
EducationTeacher EducationTeachingClassroom ManagementPedagogyProblem-based LearningClassroom RoutinesCollaborative LearningCollaborative Learning EnvironmentsProblem-solving StrategiesTeacher CollaborationTeacher Professional DevelopmentImplementation SustainmentProblem-based Learning ImplementationProblem-based Learning PedagogyProfessional Collaboration
Problem‑based learning has a long record in medical and pre‑professional schools but remains rarely used in K‑12 classrooms, partly because teachers face many implementation challenges. This paper identifies the hurdles K‑12 teachers encounter when adopting PBL and offers concrete strategies to support their classroom implementation. The challenges involve fostering a collaborative culture, redefining teacher roles, and scaffolding student learning and performance. By providing targeted support, the authors expect that more teachers will recognize PBL as an effective method for cultivating flexible thinkers and problem‑solving skills.
While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K–12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to encounter during the implementation process and provide specific suggestions for supporting teachers’ classroom efforts. Implementation challenges relate to 1) creating a culture of collaboration and interdependence, 2) adjusting to changing roles, and 3) scaffolding student learning and performance. By supporting teachers’ initial and ongoing efforts, we anticipate that more teachers will recognize the potential of PBL as an effective instructional approach for developing learners who are flexible thinkers and successful problem solvers.
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