Problem-based learning as a facilitator of conceptual change. (August 2015)

• Record Type: Journal Article
• Authors: Loyens, Sofie M.M.; Jones, Suzanne H.; Mikkers, Jeroen; van Gog, Tamara
• Is Part Of: Learning and instruction. Volume 38(2015)
• Page Start: 34
• Page End: 42
• Publication Date: 2015-08
• Subjects: Conceptual change -- Problem-based learning -- Complex problems -- Cognitive engagement; Learning -- Periodicals; Teaching -- Periodicals; Apprentissage -- Périodiques; Enseignement -- Périodiques; Learning; Teaching; Periodicals; Electronic journals; 370.1
• DOI: 10.1016/j.learninstruc.2015.03.002
• Languages: English
• ISSNs: 0959-4752

Abstract

Abstract: We investigated whether problem-based learning (PBL) can foster conceptual change. Students were randomly assigned to a PBL, lecture-based, or self-study group, all receiving instruction about the topic of Newtonian laws. Conceptual change was measured from pre- to immediate post-test (directly after instruction) and from immediate post-test to delayed post-test after one week. Results showed that the PBL-group outperformed both the lecture and the self-study group on the immediate post-test. This result supported the hypothesis that PBL can increase the likelihood of conceptual change. The PBL group also outperformed both other groups at the delayed post-test after one week; the decline in conceptual change from immediate to delayed post-test was similar for all three groups. Findings are discussed in terms of cognitive engagement. Highlights: We investigated whether problem-based learning (PBL) fostered conceptual change (CC). CC was greater after learning from PBL than from lectures or self-study only. After one week, this benefit was retained. The decline in scores from immediate to delayed post-test was similar for all groups.