Problem- and Case-Based Learning in Science: An Introduction to Distinctions, Values, and Outcomes

Abstract

Problem-based learning and case-based learning embrace a wide range of overlapping but independent instructional strategies. Being aware of the variants, their values and learning outcomes allows informed and effective instructional design.

Abstract

Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge.