What can Learning Science Contribute to our Understanding of the Effectiveness of Problem-Based Learning Groups?

Abstract

Recent education reforms informed by learning science support the effectiveness of collaborative learning strategies such as problem-based learning groups. However, the efficacy of these methods depends on the authenticity of the problem context and the quality of the dialog established. Communication within groups must be dialogic, and students must address problems using relevant concepts and deep principles. Although dialogic communication is rare and difficult to facilitate, if it is achieved, students will construct useful knowledge that can be applied beyond the classroom.