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Is Problem-Based Learning (PBL) An Effective Teaching Method?: A Study Based on Existing Research
Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
2014 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Är PBL en effektiv undervisningsmetod? : En studie baserad på existerande forskning (Swedish)
Abstract [en]

Abstract The purpose of this paper is to examine the empirical research supporting the effectiveness, orineffectiveness of PBL as a teaching method. Secondly, if PBL is an effective method, what does researchsay about the relevance of PBL in connection to the Swedish secondary school curriculum. We took an indepth,critical look at the existing research to find any commonalities or any major contradictory findings.Results show that there is contradictory evidence regarding the effectiveness of PBL as a teachingmethod with the majority of support for PBL coming from the educational medicine field. Results also showthat very little research exists concerning how PBL relates to the guidelines set out in the Swedish Schoolcurriculum (GY11).After presenting the results we discuss the implications that PBL present as a teaching method, aswell as major problems encountered, and how these findings relate to the teaching profession in Sweden.Lastly, we discuss how further research could be beneficial to support the use of PBL.

Place, publisher, year, edition, pages
2014. , 40 p.
Keyword [en]
PBL, Problem-based learning, PBL effectiveness, PBL in Swedish Schools
National Category
Educational Sciences
URN: urn:nbn:se:liu:diva-107712ISRN: LIU-LÄR-L-A-114/15-SEOAI: diva2:726932
Subject / course
Graduation Thesis in the Teacher Programme, Linköping
Available from: 2014-06-19 Created: 2014-06-19 Last updated: 2014-06-23Bibliographically approved

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Pagander, LisaRead, Jason
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