Buck Institute for Education

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One type of PBL Outcomes research involves combining the results of many studies into one meta-analysis. The following articles from a special issue of the Interdisciplinary Journal of Problem-based Learning summarize three decades of  research from 1976 to 2007 that compared a PBL curriculum to a traditional curriculum. The overall results from these studies are promising. Many of the studies involve problem based learning in medical schools and other higher education settings, however there is evidence to support extension of these practices into K-12 and teacher education. Ravitz, J. (2008).  Introduction: Summarizing Findings and Looking Ahead to a New Generation of PBL Research. Interdisciplinary Journal of Problem-based Learning, 3(1), 4-11.  Available at: http://docs.lib.purdue.edu/ijpbl/vol3/iss1/2/   Walker, Andrew and Leary, Heather (2008) "A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels,"Interdisciplinary Journal of Problem-based Learning : Vol. 3: Iss. 1, Article 3. Available at: http://docs.lib.purdue.edu/ijpbl/vol3/iss1/3   Strobel, Johannes and van Barneveld, Angela (2008) "When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms," Interdisciplinary Journal of Problem-based Learning : Vol. 3: Iss. 1, Article 4.   Available at: http://docs.lib.purdue.edu/ijpbl/vol3/iss1/4   Click on the lower right hand corner of this graphic to view full screen display or follow the link to the BIE presentations page. Meta-Synthesis View more presentations from Buck Institute for Education Read more at the Buck Institute for Education website: http://www.bie.org/meta/