Problem Based Research
Since 1995, BIE has worked with teachers to develop problem based materials and methods for use in high school economics.
The current study is designed to understand the impact of PBE on student learning, and how PBE units are actually used in the classroom. For additional information, please contact Jason Ravitz.
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Problem Based Learning in College Economics (published version)
Summary [close]
Smith, T. & Ravitz, J. (2008). Problem Based Learning in College Economics. Academic Exchange Quarterly, 12(1). 22-28.
It assesses the impact of problem-based learning (PBL) in four sections of microeconomics course in a large, urban, public university in a course taught by two different professors. In addition to providing evidence of the effectiveness of this instructional approach this paper offers insights on design, implementation, outcomes, and teacher effects.
Note. This is the publication version of the earlier paper. It contains updated literature reveiw and discussion, but fewer of the data than were presented at AERA.
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Assessing the Impact of Problem-Based Learning on College Student Understanding of Microeconomics Principles (2007)
Thomas M. Smith, Helen Roberts, and Jason RavitzSummary [close]Smith, T., Roberts, H. & Ravitz, J. (2007). Assessing the Impact of Problem-Based Learning on College Student Understanding of Microeconomics Principles. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
This paper examines the impact of using problem-based learning on the performance of students in an undergraduate microeconomics principles course. The data used in this analysis were obtained as part of an experiment with four sections of undergraduate microeconomics principles at the University of Illinois at Chicago. The two instructors alternated between the four sections and alternated between using standard curriculum and problem-based curriculum. The results indicate that the use of problem-based curriculum had significant positive impacts on student understanding and achievement in different areas of microeconomics.
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The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics (2006)
John R. Mergendoller, Nan L. Maxwell, and Yolanda BellisimoSummary [close]Mergendoller, J.R., Maxwell, N.L., & Bellisimo, Y. (2006). Published in The Interdisciplinary Journal of Problem Based Learning, Volume 1, Issue 2, pp. 49-69. Retrieved from http://docs.lib.purdue.edu/ijpbl/
This study examined the potential differences between Problem Based Learning (PBL) and traditional instructional approaches in building high school students' knowledge of macroeconomic concepts and principles. Using a within-teacher, quasi-experimental design with data from 246 students in 11 classes taught by five teachers, we found a statistically significant (p < .05) difference between the problem-based and traditional Lecture/Discussion approach classes in the development of students' economic knowledge, with students in the problem based classes learning more. Results suggest that PBL effectiveness is differentially associated with the following student characteristics: verbal ability, interest in economics, and problem solving efficacy.
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Problem Based Learning and High School Macroeconomics: A Comparative Study of Instructional Methods (2005)
Nan L. Maxwell, John R. Mergendoller, and Yolanda BellisimoSummary [close]Maxwell, N.L., Mergendoller, J.R., & Bellisimo, Y. (2005, Fall). Published in The Journal of Economic Education, Vol. 36, No. 4, pp. 315-331.
The authors examined potential differences between problem-based learning (PBL) and traditional instructional approaches in building knowledge of macroeconomic concepts and principles in high school students. Using data from 252 economics students at 5 high schools and controlling for individual characteristics, PBL appears to increase learning of macroeconomics, especially if instructors are well trained.
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Evaluating Implementation and Impacts of Problem Based Economics in U.S. High Schools (2005)
Jason Ravitz and John MergendollerSummary [close]Ravitz, J. & Mergendoller, J. (2005). Paper presented at the annual meeting of the American Educational Research Association. Montreal, Canada. April 14, 2005.
This paper presents a year long study involving Economics teachers in public U.S. high schools. These teachers implemented units from a Problem Based Economics curriculum after being trained and provided with detailed materials and guidelines for instruction. The study included 15 teachers, and 1162 students who provided data consisting of a) student and teacher background surveys; b) student and teacher checklists of practices used and their helpfulness; and c) pre-, post- and final (delayed post) content tests. The study relates the background characteristics of the teachers and students to learning outcomes.
The students who appeared to perform less well than expected based on prior achievement were students for whom English is a second-language and students with mid-to-average prior achievement. Overall, the largest gains in learning were seen among students who reported low prior achievement, while high prior-achieving students also outperformed expectations. This suggests an overall curvilinear relationship between prior achievement and learning in problem based instruction.
Specific problem based practices were associated with long-term learning gains, while other more traditional or non-problem-based practices were associated only with short-term learning. Implications for high school reform efforts and connections to observation and interview findings are discussed.
Discussions of this paper, and other papers presented in the AERA session, are available here.
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Understanding the Implementation of Problem-Based Learning in New York City High School Economics Classrooms (2005)
Babette MoellerSummary [close]Moeller, B. (2005). EDC/Center for Children and Technology. Poster presented in: Ravitz, J. (2005). Assessing implementation and impacts of PBL in diverse K-12 classrooms. An interactive poster session conducted at the annual meeting of the American Educational Research Association. Montreal, Canada. April 14, 2005.
This poster reports on research conducted in conjunction with the implementation of a Problem-Based Economics (PBE) curriculum in New York City high schools. The purpose of this study was to better understand the factors that influence the implementation of the PBE curriculum. We were interested in documenting teachers' and students' responses to the units and the challenges that teachers faced when implementing the PBE curriculum in their classrooms. The results of this research are being used to inform the development of professional development approaches to better support teachers in their efforts to integrate problem-based learning into their economics curriculum.
Discussions of this paper, and other papers presented in the AERA session, are available here.
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Comparing Problem-based Learning with Traditional Instruction: Focus on High School Economics (2003) (*From Korea*)
Kyunghwan Mo and Yuri ChoiSummary [close]Mo, K., & Choi, Y. (2003). Comparing problem-based learning with traditional instruction: Focus on high school economics. Theory and Research in Citizenship Education, 35(1), 89-113. Published by the Association of Social Education in Korea (ISSN: 1598-7280).
Professors of Social Studies Education at Seoul National University, Korea, translated President's Dilemma from BIE's Problem Based Economics curriculum into Korean and introduced it to in-service teachers as part of a Curriculum & Instruction course. This study investigates the effect of Problem-based Learning, compared with traditional instruction, on the students in six classes taught by a single teacher in a private Korean high school.
Students in six classes were pretested on general economic knowledge, unit-specific content knowledge, and attitude toward economics. Then the classes were randomly assigned to receive one of two different instructional strategies: PBL and the traditional instruction used by this experienced teacher. Finally, learners took post-tests that measured the degree of improvement in their attainment of general/unit-specific economic knowledge and their attitude toward economics. The study used statistical methods and non-structured interviews.
The results are as follows:
1) In attainment of economic knowledge and attitude for economics a significant different exists between the PBL and the non-PBL group. This result shows that Problem-based learning is more effective than traditional instruction methods in terms of acquiring knowledge and motivation.
2) Problem-based Learning is more effective in terms of learning knowledge for risk-takers than for risk-avoiders.
3) Risk-takers, regardless of instructional methods, came to have more positive attitudes toward economics than risk-avoiders, after being exposed to the treatments.
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A Review of Problem-Based Learning (2002)
Janet D. Ward and Cheryl L. LeeSummary [close]Ward, J.D., & Lee, C.L. (2002). Published in The Journal of Family and Consumer Sciences Education, Vol. 20, No. 1. pp. 16-26.
Research on methods of organizing and presenting curriculum reveals a need for change if society's workforce is to be appropriately educated. Historical and theoretical precedence points to the instructional method of problem-based learning (PBL) as an effective alternative. An examination of recent implementation of PBL suggests advantages and disadvantages to this method of instruction and barriers to implementation, which include changes in the teacher's role and adjustments required for assessment.
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Problem Based Learning: Modifying the Medical Model for Teaching High School Economics (2001)
Nan L. Maxwell, Yolanda Bellisimo, and John MergendollerSummary [close]Maxwell, N.L., Bellisimo, Y., & Mergendoller, J. (2001). Published in The Social Studies, Vol. 92., No. 2., pp. 73-78.
Problem Based Learning was originally developed for medical students in order to assist them in acquiring a broad-base of specific knowledge that can be related to other dilemmas and also to help them develop "soft skills" (e.g., communication, critical reasoning, analytical thought, reasoned decision making, self evaluation). These educational outcomes make PBL ripe for implementation in K-12 education as a way to address some of the concerns about traditional economics teaching strategies.
In this paper, BIE researchers look at differences between the medical school model and high school needs, discuss the implications of PBL teaching and learning in high school, develop a PBL model for teaching and learning in high school, and use a PBL economics curriculum to illustrate PBL in high school. -
Comparing Problem Based Learning and Traditional Instruction in High School Economics (2000)
John R. Mergendoller, Yolanda Bellisimo, and Nan L. MaxwellSummary [close]Mergendoller, J.R., Bellisimo, Y., & Maxwell, N.L. (2000). Published in The Journal of Educational Research, Vol. 93, No. 6, pp. 374-382.
The potential differences in the effectiveness of problem based learning (PBL) and traditional instructional approaches regarding high school students' attainment of economics concepts and principles and attitude toward learning economics were examined.
The authors also considered potential interactions between learning outcomes in PBL and traditional instructional contexts and differences in students' academic ability, entering knowledge of economics, attitude toward economics, negative feelings after failure, preferred level of task difficulty, and behavioral response to failure. No differences between PBL and traditional classes were found regarding unit-specific student learning outcomes, although there was a difference in changes in general economics knowledge measured at the beginning and end of the semester, with the traditional classes learning more.
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