Effects of Problem-Based and Lecture-Based Instructional Strategies on Problem Solving Performance and Learner Attitudes in a High School Genetics Class

Literature Review This section of the paper provides a critical overview of the current state of research in the area of problem-based learning. The section begins with a brief review of the current understanding of problem solving as a cognitive process, and the need for research on the teaching and learning of problem solving. This is followed by an overview of the definition and design attributes of problem-based learning as an instructional strategy. The main portion of the section is dedicated to an analysis of the research findings published to date on the impact of problem-based learning on learner performance, attitudes, cognitive development, and metacognitive development. Some of the research on the conditions for the effective design of problem-based environments is also considered. Learning specialists generally agree that problem solving, together with several other core competencies (e.g. comprehending and composing, critical and creative thinking, and metacognition) is among the most important dimensions of thinking and learning (Jonassen, 1994). Nickerson (1994) has pointed to several of the reasons why the ability to engage in effective and purposeful problem solving is critical to the development of individuals and their communities. In order of increasing specificity, Nickerson (1994) argues that problem solving is (1) at the core of the survival of individuals and communities interacting with an increasingly complex external environment; (2) essential to developing and sustaining a democratic society, and; (3) an increasingly sought-after high level cognitive ability in the knowledge workplace of today. Despite the acknowledgement of the importance of developing problem solving skills, relatively little research has been conducted on this theme in the field of instructional design (Jonassen, 1994). Moreover, within the existing research base, even fewer contributions have been made to the development of instructional design approaches for ill-structured or complex problem solving instruction. The majority of the instructional design literature in the area of problem solving instruction points to the use of particular instructional strategies to support the acquisition of problem solving skills (e.g. cognitive apprenticeships and microworlds). However, these strategies have rarely been researched with sufficient rigor to ascertain their effectiveness in achieving the desired outcomes. A number of instructional strategies inspired by constructivist philosophy has been developed and researched over the last years. Such strategies have been applied particularly in instructional contexts where the intended learning outcomes are primarily of a higher order/complex nature (such as problem solving and analytical thinking.) Constructivist instructional strategies include …