Abstract
Problem-based learning (PBL) is an instructional strategy that claims to support higher order learning as students attempt to resolve ill-structured problems. However, the research is somewhat mixed as to its efficacy. Some suggest that further investigation is needed regarding how students are supported in PBL, while others argue that scaffolds may overscript the inquiry process. Based on this research gap, an experimental study was conducted to investigate the effects of case libraries in supporting PBL. Biology students ( N = 95) were assigned to two different conditions (case library and unsupported group) as they resolved an ill-structured science problem. Research revealed statistically significant differences in the number of correctly identified solutions, supporting evidence, and solutions proposed for participants in the case library condition. Implications for practice are discussed.
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