Abstract
Problem-based instruction is designed to provide students with a guided experience in solving an ill-structured problem. All learning in problem-based instruction stems from students initial questions about a problem situation. Currently used in medical school programs, problem-based curriculum has not been tested at the high school level. Science, Society and the Future (SSF) is an experimental problem-based course for gifted high school students. In the interdisciplinary course, students examine the meaning and impact of current science issues (the effect of electromagnetic fields on childhood leukemia, the health care system). In this study, SSF students and a group of comparison students were tested to determine changes in their spontaneous use of problem-solving steps as they consider an ill-structured problem. Results show some significant changes for the SSF group not observed in the comparison group.
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