Effects of problem based learning on knowledge acquisition and the problem solving process

초록

This research tested the effects of problem based learning (PBL) on knowledge acquisition and the problem solving process, and explored the possible reasons for the results. The experiment adopted a pretest and posttest control group design. Participants were pre-service teachers (43 in the experimental group, 61 in the control group). The experiment lasted for 6 weeks, two hours per week. Twenty memory and comprehension level multiple choice items measured knowledge acquisition. The problem solving process was measured by eight Likert scale items. The experimental group members answered an open question about their PBL experience, too. Data was analyzed by t-tests. As a result, it was found that traditional direct instruction was more effective than PBL in knowledge acquisition. There was no difference in improving the problem solving process between PBL and direct instruction. A possible reason for no effect appeared in the open question. That is, the negative effect of PBL overrode the positive effect. While pre-service teachers learned discussion methods and the value of PBL and deep learning, they were frustrated by the lack of knowledge and superficial solutions, as well. © 2014 International Information Institute.

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