The 3C3R Model: A Conceptual Framework for Designing Problems in PBL

Woei Hung

247 citations0/0 files storedInterdisciplinary Journal of Problem-based Learning

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Problem and Project Based Learning Design Education and Practice Biomedical and Engineering Education

Abstract

Well-designed problems are crucial for the success of problem-based learning (PBL). Previous discussions about designing problems for PBL have been rather general and inadequate in guiding educators and practitioners to design effective PBL problems. This paper introduces the 3C3R PBL problem design model as a conceptual framework for systematically designing optimal PBL problems. The 3C3R model comprises two classes of components: core components and processing components. Core components—including content, context, and connection—support content and conceptual learning, while processing components—consisting of researching, reasoning, and reflecting—concern students’ cognitive processes and problem-solving skills. This paper discusses the model in terms of its theoretical basis, component functions, and the techniques used in designing PBL problems.

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References

1972Human Problem Solving 1995Problem Based Learning: An instructional model and its constructivist framework 1993The Transition 1986A taxonomy of problem‐based learning methods 2000Toward a design theory of problem solving 2013The Challenge of Problem-based Learning 1997Instructional design models for well-structured and III-structured problem-solving learning outcomes 1992The psychological basis of problem-based learning

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2008The 9-step problem design process for problem-based learning: Application of the 3C3R model 2011Characteristics of Problems for Problem-Based Learning: The Students’ Perspective 2017Using video to support in-service teacher professional development: the state of the field, limitations and possibilities 2016All PBL Starts Here: The Problem 2015Using a Flipped Classroom Approach to Support Problem-Based Learning 2013Problem‐Based Learning: A Learning Environment for Enhancing Learning Transfer

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