Scaffolding Teachers' Efforts to Implement Problem-Based Learning

Abstract

Despite prevalent recommendations for the adoption of problem-based learning (PBL) approaches, the transition to PBL teaching is not easy. Given the general lack of experience most teachers have with open-ended teaching strategies, novice PBL instructors are likely to encounter difficulties in all aspects of instruction: planning, implementing, and assessing. More specifically, researchers have reported that instructors experience frustration with the amount of time it takes to implement problem-based experiences, report difficulty transitioning students into more active roles, and note struggles with effectively assessing student learning. The importance of supporting teachers during the adoption of innovative teaching methods has been recognized for many years. In this paper we describe the specific challenges teachers face as they plan, implement and evaluate PBL in the classroom and outline effective scaffolds that can be used to support teachers’ efforts in adopting this approach. By structuring the required PBL tasks, scaffolds are thought to enable novice PBL teachers to implement PBL at a higher level than would be possible without them. Furthermore, scaffolds can increase teachers ’ ability to implement the tasks independently in the future. The scaffolds described in this article detail specific ways to structure and simplify the PBL process, thus enabling teachers to take their first successful steps toward PBL implementation. Ultimately, by supporting teachers ’ initial and ongoing efforts, it is hoped that we can develop both teachers and students who are flexible thinkers and effective problem solvers.

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