Abstract

Problem-based learning (PBL) is a learner-centered pedagogical approach in which students engage in goal-directed inquiry. In PBL, students work collaboratively to learn through solving complex and ill-structured problems (Barrows, 2000; Hmelo-Silver, 2004). They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on their learning of the content and strategies employed. The teacher’s role changes from one of telling to one of facilitating the learning process. More specifically, the goals of PBL include helping students develop (a) flexible knowledge, (b) effective problem-solving skills, (c) SDL skills, and (d) effective collaboration skills.