Abstract
Problem-based learning (PBL) is a student-centered learning model used heavily in the natural sciences. By supplying students with contextualized problems and stopping short of handing them the tools to solve the problems, instructors take on the role of facilitator rather than expert. Use of PBL in political science, and more generally the social sciences, has been limited, while research on the effectiveness of PBL on student learning in political science has been even scarcer. The authors explore the design and implementation of PBL exercises in an introductory American Politics and Government class. A range of topics are discussed including problem design, overcoming instructor and student reluctance, content coverage compared to a traditional survey course model, and PBL as a tool to improve information literacy. Assessment of the use of PBL is provided through measures of student satisfaction and learning outcomes. The results suggest that PBL should be considered as a viable pedagogical tool in political science.
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