Mapping continuity and change in the intellectual structure of the knowledge base on problem‐based learning, 1974–2019: A systematic review

Abstract

Problem-based learning (PBL) emerged during the 1970s in response to demands for active learning methods capable of developing transferable knowledge and skills in the training of doctors. Over succeeding decades, PBL was gradually adopted in other fields of education. This systematic review aimed to identify key streams of theory and empirical research that have emerged over time in PBL research and practice. The review sourced 12,036 Scopus-indexed documents published between 1974 and 2019. Science mapping was used to reveal the 'intellectual structure' or key research themes that have evolved in this literature over the past 45 years. The science mapping tool used in this review was author co-citation analysis conducted in VOSviewer software. Author co-citation analysis identified three schools of thought that together describe the intellectual structure of the PBL knowledge base: Design of PBL Curriculum and Instruction; PBL Effectiveness; Theory and Practice in Active Learning. In addition to portraying the intellectual structure of the literature as a whole, the review also conducted longitudinal analyses aimed at highlighting structural changes in this field over time. These analyses found that although the size and impact of schools of thought associated with Design of PBL Curriculum and Instruction and PBL Effectiveness increased over time, they remained stable in terms of theoretical foci. However, the Active Learning school evolved from a small school of authors associated with Cognitive Learning Theories prior to 2000 into the largest school of thought during the most recent decades. These findings both reaffirm the theoretical underpinnings of the PBL knowledge base and highlight its increasing integration with other forms of active learning.

Tracking the Evolution of the Knowledge Base on Problem-based Learning: A Bibliometric Review, 1972-2019

“…For example, because PBL is a form of experiential learning (e.g., Boud & Felletti, 1997;Hmelo-Silver, 2004;Hmelo-Silver et al, 2007;Savery, 2006), educators engaged in PBL research and practice have frequently drawn on theories of experiential (Kolb, 1984), constructivist (Jonassen, 2002), team-based (Johnson & Johnson, 1999) and active learning (Biggs, 2011;Felder & Brent, 2003;Prince & Felder, 2006). Analysis of these interdisciplinary influences on PBL scholarship are further investigated in a companion paper (see Hallinger, 2020).…”

Geology and Environment: A Problem-Based Learning Study in Higher Education

“…This is probably due to the teaching and learning methodology's historical origin and field of development, which started in MacMaster University in the late 1960s [7], where medical students were able to memorize information but lacked the development of clinical skills to diagnose a patient with an authentic problem [11]. So, PBL as an active learning method emerged to develop transferable knowledge and skills in medical school [20]. Nevertheless, although this learning method can be successfully applied to science, technology, engineering and mathematics (STEM) areas [21], and it is also viewed as a pedagogy that promotes science literacy among students [12], there is less focus in the areas related to earth or environmental sciences [22].…”

“…As an educational method, PBL has been gaining ground and many studies point out several advantages: student satisfaction [28], ability to integrate new information into previous knowledge [29], a greater ability to transfer concepts to new problems [30], better results [31], development of various general skills [32], increasing student attitudes and interest in a STEM career [33], providing more opportunities for students' collaboration, and, thus, promoting higher-order thinking skills [5] and enhancing student achievement [34], among others. In broader studies, literature reviews and meta-analyses reported positive reactions to the methodology [35], gains in attitudes [36], and retention of knowledge for longer periods of time compared to the traditional methodology [37], increasing articulation compared to other active learning strategies [20], but not always better academic results [38]. In a recent systematic bibliometric review, Hallinger [20] analyzed about 12,000 Scopus-index documents published for 45 years (1974-2019), and concluded that there was a clear growth in PBL-related documents (57%) in the last decade (2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019), showing that there is greater academic interest in this subject.…”

“…In broader studies, literature reviews and meta-analyses reported positive reactions to the methodology [35], gains in attitudes [36], and retention of knowledge for longer periods of time compared to the traditional methodology [37], increasing articulation compared to other active learning strategies [20], but not always better academic results [38]. In a recent systematic bibliometric review, Hallinger [20] analyzed about 12,000 Scopus-index documents published for 45 years (1974-2019), and concluded that there was a clear growth in PBL-related documents (57%) in the last decade (2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019), showing that there is greater academic interest in this subject. According to the same author, if compared with other methods of active learning (e.g., case-based learning or flipped classroom), PBL is also the most documented approach of active learning, although most of the studies conducted focus on medical education.…”

A processual view on the use of problem-based learning in high school physiology teaching

“…Problem-based learning (PBL) is considered "one of the most popular student-centered pedagogies in use today" in higher education (1). Despite widespread PBL research in undergraduate education (2)(3)(4), this is a relatively unknown field at the high school level (5). Some evidence concerning its benefits have been reported (6,7), as in Biology (8,9) and Chemistry (10) education.…”