Understanding Undergraduate Research Experiences through the Lens of Problem-based Learning: Implications for Curriculum Translation

Abstract

There has been much criticism about science, technology, engineering, and mathematics (STEM) education not focusing enough on problem solving, especially in authentic realworld contexts which are most often associated to ill-structured domains. To improve education, it is essential that curricula promote high levels of cognitive development by exposing students to authentic problems. Problem-based learning (PBL) is a studentcentered pedagogy that offers a strong framework upon which to build a curriculum to teach students essential problem solving skills. An authentic problem-solving experience, which is highly valued and promoted outside of the classroom yet almost nonexistent in the classroom, is undergraduate research (UR). Herein, the goal was to understand the nature of UR problems as a means of developing recommendations for translating UR problems and experiences into the classroom using PBL methodologies. Using survey design, data were collected from sixty students participating in summer undergraduate research experiences. Our findings revealed that moderately structured and fairly complex UR problems are well-suited for PBL implementation in the classroom because they trigger the use of multiple cognitive operations in the context of a continuously changing, dynamic, and interdisciplinary team environment.

Improvement in Generic Problem-Solving Abilities of Students by Use of Tutor-less Problem-Based Learning in a Large Classroom Setting

“…Our previous studies (Klegeris and Hurren, 2011) combined with our current observations indicate that the particular PBL teaching method we have developed not only may lead to increased student attendance, engagement, and satisfaction, but could also enhance students’ discipline-specific and generic problem-solving abilities. This is a very desirable outcome that is valued not only by educational institutions (Jefferson, 2001; Pierrakos et al , 2010; Taylor et al ., 2010;), but also by students themselves (Kaufman and Mann, 1996; Lieux, 1996) and by their future employers (Boyer Commission on Educating Undergraduates in the Research University, 2002; National Academy of Engineering, 2005; Anderson et al ., 2008). …”

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

“…Perhaps the most well-known and well-established PBL work in engineering education is at Aalborg University in Denmark, where PBL is a central tenet of the curriculum (Fink, 1999). The IJEE special issue noted above, for example, includes examples of PBL in microelectronics (Cirstea, 2003) and civil engineering (Mgangira, 2003), while the special issue of IJPBL includes discussions of undergraduate research experiences in engineering through the lens of PBL (Pierrakos, Zilberberg, & Anderson, 2010). Elsewhere, for example, McIntyre (2002) describes the use of PBL in a capstone course in civil and construction engineering, Striegel and Rover (2002) and Knight, Carlson, and Sullivan (2007) describe its implementation in first-year programs, and Cline and Powers (1997) employ it in chemical engineering laboratory courses.…”

Factors Influencing Dental Educators As They Develop Problem‐Based Learning Cases

“…2,3 In PBL, the patient case triggers the students' inquiry and learning. [5][6][7][8] To enhance student outcomes in the PBL environment, previous researchers have focused on PBL case development. 3,5,[8][9][10][11][12][13][14][15][16][17] However, different types of patient cases result in different student outcomes.…”

“…3,5,[8][9][10][11][12][13][14][15][16][17] However, different types of patient cases result in different student outcomes. 7,18 Non-structured cases stimulate students' development of critical thinking, problemsolving, and self-directed learning, 19,20 whereas more structured cases mimic case-based learning, in which students apply known content and problem-solving approaches to the case. 7,14,20 Prior researchers have also examined problem structure, case triggers, and methods for writing PBL cases.…”

“…7,18 Non-structured cases stimulate students' development of critical thinking, problemsolving, and self-directed learning, 19,20 whereas more structured cases mimic case-based learning, in which students apply known content and problem-solving approaches to the case. 7,14,20 Prior researchers have also examined problem structure, case triggers, and methods for writing PBL cases. 3,5,[8][9][10][11][12][13][14][15][16][17] However, no research has been conducted on external and internal factors that may have influenced case writers to develop a particular type of PBL case.…”