See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/283488379

PROBLEM BASED LEARNING IN ENGLISH LANGUAGE CLASSES AT

SECONDARY LEVEL

Article · February 2011

CITATION READS

1 4,590

7 authors, including:

Nabi Bux Jumani Nabi Jumani

International Islamic University, Islamabad 1 PUBLICATION   1 CITATION   
35 PUBLICATIONS   130 CITATIONS   
SEE PROFILE
SEE PROFILE

Ghulam Dastgeer Shaheen Tahirkheli

Federal Directorate of Education (IMCB G-7/4) and associated withAllama Iqbal O… Allama Iqbal Open University
6 PUBLICATIONS   19 CITATIONS    9 PUBLICATIONS   9 CITATIONS   

SEE PROFILE SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Mathematics Education View project

Teaching English Writing Skill to Learners at Secondary Level View project

All content following this page was uploaded by Ghulam Dastgeer on 04 November 2015.

The user has requested enhancement of the downloaded file.

INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No.1. January, 2011, Part III

PROBLEM BASED LEARNING IN ENGLISH LANGUAGE

CLASSES AT SECONDARY LEVEL
1* 2* 3 1
Fazalur Rahman , Prof. Dr. Nabi Bux Jumani , Ghulam Dastgeer , Dr. Saeed ul Hasan Chishti ,
5
Shaheen Ashraf Tahirkheli
1
Elementary Teacher Education Department, Allama Iqbal Open University
2
Education Department, International Islamic University
3
PhD Research fellow, Allama Iqbal Open University.
4
Research Associate, Secondary Teacher Education Department,
Allama Iqbal Open University, Islamabad (PAKISTAN)
*Corresponding authors: fazalaiou@yahoo.com, nbjumani@yahoo.com

ABSTRACT

This paper reported some of the findings of a study conducted on the use of problem based learning in the
English language class at secondary level. It was descriptive study conducted in secondary schools of Islamabad.
The population of the study included 62 secondary school teachers involved in teaching of English. Data was
collected through questionnaire. The study found that teachers were well aware about problem based learning and
its procedure. However, it was used seldom in the classroom. The study concluded a comprehensive training in the
use of this technique in the classroom.

Key words: Problem based learning, English teaching, Secondary school teaching

1. REVIEW OF RELATED LITERATURE

Problem Based Learning is a comprehensive approach where students are kept in a challenging situation,
whereby they are put to some simple and unstructured problem (Barrows, 2000; Silver, 2004 & Rattanavich, 2008).
They are required to find the solution of that problem by working in groups (normally of 5 each). The role of teacher is
minimized as a guide and facilitator only. It is both a curriculum and a process which increases students’ acquisition
of critical knowledge, problem solving proficiency, self directed learning strategies and team participation skill
(Rattanavich,2008). The classical approach defined PBL as small permanent groups of students working with a
teacher on a new case every three class meetings. On the first day, the group receives a new case and begins to
analyze the preliminary data. With teacher’s assistance, the group decides on the issues to be addressed and
distributes the research workload. When the students return the next day, they share their analysis, receive additional
information, and continue their search. The third class meeting brings closure to the case when groups pull together
their knowledge and prepare a final report. This classical definition of PBL has been redefined and modified in various
ways for different courses (Herreid, 2003). Sonmez and Lee (2003) offer a functional description more applicable to
Secondary education defining PBL as:-PBL is an instructional approach that challenges students to seek solutions to
real world (open-ended) problems by themselves or in groups, rather than learn primarily through lectures or
textbooks…. PBL engages students in developing skills as self-directed learners. (p. 1)

2. PROCESS IN PROBLEM BASED LEARNING

As mentioned above, Problem-based learning (PBL) is generally applied by organizing the class into small
groups, the teacher being the facilitator provides a number of comparatively easy problems to the students and
guides them how to tackle these. As the students gain confidence with some experience with PBL, the element of
guidance is lessened (Merrill, 2002). The process can be stream-lined by providing the students with worked
examples in the beginning, at later stages they can be challenged with some less complex problems and so on, till
they reach maturity and could face more realistic problems (Merrill, 2002, 2007). But many designers of PBL do not
agree with Merrill and suggest that the students should be given realistic problems from the very beginning,
however the facilitator should provide them sufficient scaffolding at earlier stages, gradually it may be faded as the
students grow competent in handling these (Silver, 2006 as cited in Silver, 2009). Silver suggested the use of white
boards to help students scaffolding their problem solving by drawing four columns- facts columns, the ideas
columns, the learning issues column, and action plan columns-on it to record their progress. The students should
discuss the problems, define them in the light of their prior knowledge, form hypotheses, set their learning goals
and organize further learning. After sorting out the solutions, they may present their findings to the whole class or
larger groups. The students should also reflect on what has been learnt through the process. Savoie and Hughes
(1994 as cited in Anonymous 2009), wrote about a process that they used to design a problem-based learning
experience for their students. They describe certain actions for creating such a process like identifying a problem
suitable for the students, connecting the problem with the context of the students' world so that it presents authentic
opportunities, organizing the subject matter around the problem, not the discipline, giving the students
responsibility for defining their learning experience and planning to solve the problem, encouraging collaboration by
creating learning teams and expecting all students to demonstrate the results of their learning through a product or
performance (Savoie and Hughes 1994).

932 | www.ijar.lit.az
INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No. 1. January, 2011, Part III

3. PROCEDURES OF APPLYING PROBLEM BASED LEARNING

Ommundsen (2001) presents a very interesting procedure to apply PBL in the class and named it, "How
to make a DENT in a problem: Define, Explore, Narrow, And Test. " Though his main emphasis has been in the
context of biology and its relevant problems, these can be tested elsewhere as well. PBL can only be applied
successfully if it is handled systematically and in some orderly manner. This orderly procedure can be explained
as; First of all, when the problem is presented before the class, the students should define it precisely and quite
carefully covering its various components and aspects. If it has more than one aspect, these should be stated
separately agreed by all the members of the group. The statements can be spoken aloud to make them more clear
and free of any errors. Second, then comes the next stage whereby the students discuss the possible answers
using their prior knowledge through brainstorming, each one justifying his own arguments and listening to the
others’ and jotting down these in the form of a list. Various tasks may be assigned within the group to be tackled
accordingly. This is called exploring the possible solutions. The third stage is narrowing down the choices (or
delimitation in research) and selecting appropriate one only as per requirement of the problem. And, four, the
sorted out solutions, and then be tested to verify the solutions and presenting the outcomes to the whole class.

4. RESEARCH ON PROBLEM BASED LEARNING

Problem based learning has been tried out in various contexts by a number of researchers. Albanese and
Mitchell (1993) examined the effects of problem-based learning with conventional instruction and found that PBL is
more nurturing and enjoyable; PBL graduates perform as well, and sometimes better, on clinical examinations and
faculty evaluations; and they are more likely to enter family medicine. Dochy, et al. (2003) conducted a meta-
analysis by including the method of assessment as a moderator variable and showed that the larger an
instrument’s efficacy to evaluate the student’s knowledge application the larger is the ascertained effect of PBL. But
it is still unclear that different methods of assessment actually tap different aspects of student’s knowledge base
(Bennett, 1993). Gijbels et al (2005) made empirical and quasi-experimental studies to investigate the influence of
assessment as the main independent variable in PBL situations. They reached certain conclusions like generally
the effect of PBL differ according to the levels of the knowledge structure being measured. PBL had the most
positive effects when the focal constructs being assessed were at the level of understanding the principles that link
concepts, the second level of knowledge structure. Only one study presented significant negative findings
(Martenson et at, 1985). No negative findings were found at the third level of knowledge structure. These confirm
the above mentioned view of Dochy et al that the better the capacity of an instrument of evaluating the application
of knowledge of the student, the larger the ascertained effect of PBL. Katz (1996) conducted a research at St.
Louis College of Pharmacy to find out reasons behind the high failure rate in organic chemistry and to develop an
alternative method of instruction that could increase success rate. He adopted student-directed learning (SDL)
which has course content set up around "big ideas" or themes. Instead of delivering lectures the content is
presented in the form of a continuous dialog between teachers and students using a "reverse Socratic" method or
student-initiated questioning. Although this type of research is not true PBL, it contains many of the characteristics
and principles of PBL. After four years of cyclical evaluation and revision he saw impressive changes in student
success as measured by the ACS exam (standardized exit test used by the chemistry department). Dods (1997)
investigated the effectiveness of PBL in promoting knowledge acquisition and retention. He took thirty students
from a biochemistry course at the Illinois Mathematics and Science Academy. The delivery of Course content was
through PBL, traditional lecture, and a combination of PBL and traditional lecture. Data were gathered using a pre-
and post-course self-evaluation of student understanding and a measure of depth of understanding. The results
show that content coverage was promoted by lecture, but that PBL was more effective than both traditional lecture
and a combination of PBL and traditional lecture in promoting comprehensive understanding of important
biochemical content.
Lieux and Duch (1995) lodged a study consisting of a control (lecture-based instruction) and treatment
(PBL) class of quantity food production and service. Each class maintained the same presentation method for an
entire semester. Although at the time of the report statistical analysis had not been completed, there appeared to
be no significant differences in content acquisition between the lecture-based instruction and the PBL classes. An
outcome that supports PBL for the college climate was attendance. The control class had an average attendance
of 17.5 sessions out of 26 and never exceeded 80% attendance as a whole. The PBL class attendance rate was
never lower than 80%. This leads them to conclude that PBL is more interesting method for student motivation and
participation in learning than the conventional lecture method teaching.

5. OBJECTIVES OF THE STUDY

The objectives of this study were to:

i. Measure their level of awareness of PBL and its procedures.
ii. Analyze to what extent the teachers are using PBL approach in English language classes.
iii. Find out their readiness to use PBL in their classes.

6. RESEARCH METHODOLOGY

The study was descriptive where survey technique was adopted to collect and analyze data. For this
purpose a questionnaire was devised to collect data. It has three parts. The first part of the questionnaire was

B a k u , A z e r b a i j a n | 933
INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No.1. January, 2011, Part III

about PBL, its current application in classes and future use prospects in English classes. Its second part was about
administrative hurdles in its use and third part of the questionnaire was open ended.

7. SAMPLE OF THE STUDY

The sample was selected out of total population of 263 teachers. Thus a sample of 62 teachers was
selected by using the stratified and random sampling techniques.

8. ANALYSIS OF DATA

Analysis of part a:
This part consisted of ten multiple choice items to see the level of awareness of the teachers regarding
PBL, its history, process and procedures for employing it in teaching. Correct response for each item was allocated
one mark. The marks of respondents were counted and tabulated as given below to find out their Arithmetic mean
score:
Table 1. Scores of teachers on cognitive domain regarding PBL

Class Interval x f fx Mean

9-10 9.5 6 57 5.6
7-8 7.5 16 120
5-6 5.5 20 110
3-4 3.5 14 49
1-2 1.5 6 9
∑f=62 ∑fx= 345

Table indicated that mean score of sample on cognitive domain was 5.6 which is more than average and
shows that teachers have knowledge about problem based learning teaching technique, its history and procedures.

Table 2. Summary of responses

Frequency & Percentage

Strongly Agree Neutral Disagree Strongly No

Statement Agree Disagree respons
5 4 3 2 1 e
Problem Based Learning is also
used in language classes in our 6 18 9 16 2 11
situation. 12% 35% 18% 31% 4%
PBL is yet to be applied in our 16 27 11 5 1 2
classes.
27% 45% 18% 8% 2%
PBL can be applied only in
science classes in our situation 2 13 7 31 7 2

3% 22% 12% 52% 12%

Teachers are reluctant to use 7 36 4 11 3 1
PBL in their classes because it
is more time consuming 11% 59% 7% 18% 5%

Syllabus can also be completed

within scheduled time using 6 26 13 15 2 -
Problem Based Learning in the
class. 10% 42% 21% 24% 3%
Problem Based learning can
create disciplinary problems in 2 25 12 21 1 1
our classroom contexts. 4% 41% 20% 34% 2%
In PBL students speaks aloud
while discussing problems and 3 21 6 32 - -
disturb the other classes.
5% 34% 10% 51%
School administration may feel
reluctant to allow PBL in 5 32 8 13 2 2
classes as it might challenge

934 | www.ijar.lit.az
INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No. 1. January, 2011, Part III

disciplined environment of the

8% 52% 13% 22% 3%
school.
School administration is more
concerned with the results than 20 30 7 4 - 1
with effective learning of
students or proficiency in
language skills 33% 49% 11% 7%

Students can be motivated for 22 36 1 1 - 2

learning through PBL
37% 59% 2% 2%
PBL is applied in your school
only by you in language - 11 12 35 3 1
classes.
0% 18% 20% 57% 5%
PBL is applied in your school by 2 22 12 24 - 2
some teachers other than you.
3% 37% 20% 40%
PBL is frequently applied. 2 10 16 29 5 -
3% 16% 26% 47% 8%
PBL is seldom applied in your
5 32 10 11 1 3
school because it’s a new
concept 8% 54% 17% 19% 2%
PBL can only applied in science
classes and in technical 3 13 4 35 6 1
subjects where practical work
is involved 5% 21% 7% 57% 10%
PBL can also be applied in
18 34 4 2 2 2
language-English- classes
30% 57% 7% 3% 3%
Use of PBL is easier and
effective in English language 12 29 17 2 2 -
classes.
19% 46% 11% 3% 2%
PBL can enhance language
skills of students more 23 29 7 2 1 -
effectively. 37% 47% 11% 3% 2%
Most of the Teachers can apply
Problem based Learning in 15 37 2 8 - -
English language classes with
some training. 24% 60% 3% 13%
Extensive training is essential
for teachers to make them 31 24 1 3 2 1
familiar with PBL techniques for
its effective implementation in
classes. 51% 39% 2% 5% 3%

The table 2 revealed that:

PBL used seldom in English language classes by the teachers. Teachers were reluctant to use PBL in
language classes as it may be more time consuming. Problem based Learning can create disciplinary problems.
In PBL classes students did not speak aloud.

Analysis of part b:
This part indicated the administrative problems in the use of PBL in the class.

Table 3. Opinion about administrative problems in use of PBL

Number of Responses Received/ Percentage

Strongly Agree Neutral Disagree Strongly Mean

Statement Agree Disagree Score
5 4 3 2 1

B a k u , A z e r b a i j a n | 935
INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No.1. January, 2011, Part III

Syllabus can also be completed

within scheduled time using 6 26 13 15 2
Problem Based Learning in the 3.3
class. 10% 42% 21% 24% 3%

School administration may feel 5 32 8 13 2

reluctant to allow PBL in classes as
3.4
it might challenge disciplined 8% 53% 12% 22% 3%
environment of the school.
School administration is more
concerned with the results than 20 30 7 4 -
4.1
with effective learning of students
or proficiency in language skills 33% 49% 11% 7%
Most of the Teachers can apply 15 37 2 8 -
Problem based Learning in English
3.95
language classes with some 24% 60% 3% 13%
training.
Extensive training is essential for
teachers to make them familiar with 31 24 1 3 2
4.3
PBL techniques for its effective
implementation in classes. 51% 39% 2% 5% 3%

The analysis of data in table 3 showed that:

 Syllabus can also be completed within scheduled time using problem based learning in the class.
 School administration may feel reluctant to allow PBL in classes as it might challenge disciplined
environment of the school.
 School administration was more concerned with the results than with effective learning of students or
proficiency in language skills
 Most of the Teachers can apply problem based learning in English language classes with some
training.
 Extensive training was required for teachers to use PBL techniques in classes.

Analysis of part c
This part of questionnaire consisted of open ended question to have the responses of teachers on the
possible future use of PBL and facilities, training, incentives etc. required for this purpose. A brief discussion is
given below:
Q1 How do you think that problem based learning can be applied in our situation without compromising on
discipline?

REPLY
The teachers were of the view that if they were given practical training in the field; they may take the
classes with proper planning and preparation. Some of them opined that class size may be kept small and the
students were engaged in the process so that the discipline may be maintained. And PBL can be applied gradually
with the cooperation of school administration. While some of them were pessimist about the use of PBL in their
classes and were of the view that it could not be applied in language classes as discussion would create noise
problems, however, it may be applied in a separate block.
Q2 What steps do you suggest to motivate the teachers for applying PBL in their English language
classes?

REPLY
The teachers stressed the need for imparting training and providing friendly environment by the school
administration, lessening their work load, making them free of worries of results and by awarding and giving them
financial incentives.
Q3 How can the teachers cope with the expectations of administration regarding timely completion of
syllabus and ensuring good results?

REPLY
The teachers were of the view that their interest and activeness to engage the students for more work
through proper planning in collaboration with the administration and efficient execution, using all available
resources intelligently could lead to fulfillment of expectation for timely coverage of syllabus and good results.
Some of them suggested changing the syllabus and examination system as per PBL requirements.
Q4 What sort of training and incentives do you require if you are requested to be the part of
experimentation for applying PBL in our language classes?

REPLY
The teachers suggested that proper teachers’ training through intensive and extensive workshops was
required for successful implementation of PBL in English classes. Some of them gave importance to the need of

936 | www.ijar.lit.az
INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No. 1. January, 2011, Part III

guidance and cooperation and from their seniors like school administration. While a few of them required
appreciation, monetary benefits, foreign trips and access to internet to bear more fruits in this regard.
Q5 What facilities do you need for employing PBL in English language classes?

REPLY
Teachers demanded facilities like library, language lab, Av-aids and computer access as being essential
for this purpose. Some of them were of the opinion that more time, large classrooms, small classes, motivated
students and lesser work load for teachers as well as cooperation from school administration were necessary to
use PBL in their classes. A few of them pointed out the need to design special syllabus for PBL and to have good
students to teach through this technique.

9. FINDINGS
i. The majority of the respondents knew about the concept of problem based learning, its history,
processes and procedures.
ii. Problem Based Learning was not used in its true letter and spirit in the classroom.
iii. Problem Based learning can be applied in English language classes
iv. Students can be motivated to learning through PBL and they can be kept in discipline by engaging
them continuously in various activities.
v. School administration is concerned with keeping of discipline and getting good academic results, if
these are ensured, PBL may be applied in English classes by the teachers.
vi. Most of the teachers and administration were willing to introduce PBL in English classes,

10. CONCLUSION & RECOMMENDATIONS

The role of teacher is very important for the success of PBL and as pointed out by Gordon et al (2001), it
requires the way the teachers plan instruction, direct learning, transmit knowledge, oversee instruction, and assess
learning, the findings of this study also pointed out the need of teachers’ comprehensive training and
encouragement to motivate them and make resourceful enough to plan and execute PBL effectively. This study
aimed at to see teachers’ knowledge about PBL procedures and its use in the classroom. It was found that the
teachers were partially aware of it, and though did not use it completely in their classes. The teachers followed
some of its procedures occasionally like dividing the class into groups and putting the students in some situations
where they have to discuss some points in the class. However, they have positive attitude towards PBL as a new
and effective technique that can be used for teaching English language. They felt a comprehensive training and
encouragement by the school administration. The findings of this study were in line with the previous studies
carried out by various researchers like Hmelo-Silver (2009) and Herreid (2003) who found out the goals of PBL as
it can develop flexible knowledge, effective problem solving skills, self direct learning, effective collaborating skills
and intrinsic motivation.
This study recommended that a comprehensive training may be planned for teachers to PBL in teaching
English at secondary. Further, the PBL may be included as major subject in the curriculum of the teacher training.

REFERENCES

1. Albanese, M.A, & Mitchell, S. (1993). Problem-based learning: a review of literature on its
outcomes and implementation issues. Acad Med, 68(1):52-81.Retrieved August 30, 2009, from
http://www.ncbi.nlm.nih.gov/pubmed/8447896.
2. Anonymous. (2009). Learner-centered classrooms, problem-based learning, and the construction
of understanding and meaning by students. Retrieved August 31, 2010, from http://
www.ncrel.org/sdrs/ areas /issues/content/cntareas/ science/ sc3l earn.htm.
3. Bannett, R.E. (1993). On the meanings of constructed response. In R. Bennett & W. Wards
(Eds.), Construction versus choice in cognitive measurement: Issues in constructed response,
performing testing and portfolio assessment. (PP.1-28). Hillsdale, NJ: Lawrence Earlbaum.
4. Barrows, H.S. (2000). Problem based learning applied to medical education. Springfield IL:
Southern Illinois University Press.
5. Bayard, B. (1994). Problem-based learning in dietetic education: A descriptive and evaluative
case study and an analytical comparison with a lecture based method (Doctoral dissertation,
University of Wisconsin, 1994/1995). Dissertation Abstracts International, 55, 1874.
6. Bloom B.S. (1956). Bloom's taxonomy of learning domains: The three types of learning.
Retrieved December 30, 2009 from http://www.nwlink.Com/~ Donclark /hrd/ bloom.html # types
7. Cohen, E.G. (1994). Restructuring the classroom: Conditions for productive small groups.
Review of Educational Research, 64, 1-35.
8. Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research
process. Thousand Oaks, CA: Sage.
9. Dochy, F., Segers, M., Van Den Bossche, P., & Gijbels, D. (2003). Effects of problem based
learning: A meta- analysis. Learning and instruction, 13, 533-568.

B a k u , A z e r b a i j a n | 937
INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No.1. January, 2011, Part III

10. Dods, R. (1997). An action research study of the effectiveness of problem-based learning in
promoting the acquisition and retention of knowledge. Journal for the Education of the Gifted, 20,
423-37.
11. Gallagher, S.A. Stepien, W. J., & Rosenthal, H. (1992). The effects of problem based learning on
problem solving. Gifted Child Quarterly, 36, 195-200.
12. Gallagher, S., Stepien, W., Sher, B., & Workman, D. (1995). Implementing problem-based
learning in science classrooms. School Science and Mathematics, 95, 136-146.
13. Gijbels, D., Dochy, F., Segers, M., & Van Den Bossche, P. (2005) Effects of problem based
learning: A meta- analysis from the angle of assessment. Review of Educational Research,75
(1), 27-61. Retrieved January11, 2010 from http:// rer.sagepub.com/ cgi/ content
/abstract/75/1/27
14. Gordon, P., Rogers, A., & Comfort, M. (2001). A taste of problem-based learning increases
achievement of urban minority middle-school students. Educational Horizons, 79(4), 171-175.
15. Hmelo- Silver, C.E. (1998). Problem based learning: Effects on the early acquisition of cognitive
skills in medicine. Journal of the learning sciences, 7, 173-208.
16. Hmelo-Silver, C.E. (2004). Problem based learning: What and how students learn? Educational
Psychology Review, 16, 235-266.
17. Hmelo-Silver, C, E. (2009). What do we know about problem based learning? Current status and
future prospects. What are we learning about learning: 2nd International PBL Symposium, 2-19.
Singapore: Republic Polytechnic.
18. Herreid, C.F. (2003). The death of problem-based learning? Journal of College Science
Teaching. 32 (6), 364-366.
19. Katz, M. (1996). Teaching organic chemistry via student-directed learning. Journal of Chemical
Education, 73, 440-445
20. Kolonder, J. L. (1993). Case based reasoning. San Mateo CA: Morgan Kaufmann.
21. Lieux, E., & Duch, B. (1995, February). Strategies for teaching quantity food production and
service: Lecture method versus problem based learning. In C. Kohnke & R. Maize (Eds.), Back to
st th
the future: Food service management education in the 21 century. Proceedings of the 18
biennial conference of Food Service Management Educators Practice Group of ADA, Olive
Branch, MS.
22. Margaret Kiley, Gerry Mullins, Ray Peterson and Tim Rogers. (2005). Leap into... Problem-based
Learning. In Peter Murdoch (Ed) (P. 3) ACUE: The University of Adelaide. Retrieved November
12, 2009, from http://www. adelaide. edu. au/ clpd/ resources/ leap/ leapinto/ Problem Based
Learning.pdf.
23. Martenson, D., Eriksson, H., & Ingelman, Sundberg, M.(1985). Medical chemistry: Evaluation of
active and problem-oriented teaching methods. Medical Education, 19, 34-42
24. Merrill, M.D. (2002). A pebble-in-the-pond model for instructional design. Performance
Improvement41(7),39–44.Retrieved August 21,2009,from http://www.spi.rg/df/errill. pdf.
25. Norman, G., & Schmidt, H. (1992). The psychological basis of problem-based learning: A review
of the evidence. Academic Medicine, 67, 557-565.
26. Ommundsen, Peter. (2001). Problem-based learning in biology with 20 case examples. Retrieved
August 31, 2009 from http:// capewest.Ca / pbl.html
27. Pecore, J.L. (2009). A case study of secondary teachers facilitating a historical problem-based
learning instructional unit. Atlanta, GA: Georgia State University
28. Plato (360 B.C.E./1960). The Republic. In Janet D. Ward, and Cheryl L. Lee (2002). A review of
problem-based learning. Journal of Family and Consumer Sciences Education, 20, (1), 2.
Retrieved November 11, 2009, from http://www.bie.org/ files/Ward % 20 & % 20 Lee_A% 20
Review %20of%20 Problem-Based %20 Learning . pdf
29. Project, Problem, and Inquiry-based Learning Retrieved August 31, 2009, from http://
eduscapes.com/tap/topic43.htm.
30. Rattanavich, S. (2008, September, 4) Problem-based learning. The development of lecturers’
instruction .Chonburi: Burapha University,
31. Rhem, J. (1998, December). Problem-based learning: An introduction. The national Teaching &
Learning Forum, 8 (1), 1-7. Retrieved August 21, 2009, from http: // www. ntlf. Com / html
/pi/9812/pbl_1.htm.
32. Ross, S. M. & Hurlbert, J.M. (2004). Problem-based learning: An exercise on Vermont’s
legalization of civil unions. Teaching Sociology, 32 (1), 79-93.
33. Savery, J.R. and Duffy, T.M. (1995). Problem based learning: An instructional model and its
constructivist framework. Educational Technology, 45(1), 31-38.
34. Schoenfeld, A.H. (1985). Mathematical problem solving. Orlando Fl: Academic Press.
35. Schulte, P.L. (1996). A definition of constructivism. Science Scope, 20 (3), 25-27.
36. Sonmez, D., & Lee, H. (2003). Problem-Based Learning in Science. ERIC Clearing house for
Science, Mathematics, and Environmental Education, Columbus, OH.
37. Van Berkel, H. J. M. & Schmidt, H. G. (2000). Motivation to commit oneself as a determinant of
achievement in problem-based learning. Higher Education, 40 (2), 231-242.
38. Ward, J., D. & Lee, Cheryl, L. (2002). A review of problem-based learning. Journal of Family and
Consumer Sciences Education, 20, (1), Retrieved November 12, 2009, from http: //

938 | www.ijar.lit.az
 INTERNATIONAL JOURNAL Of ACADEMIC RESEARCH Vol. 3. No. 1. January, 2011, Part III

www.bie.org/files/Ward20& %20 Lee A %20 Review %20 of %20 Problem -Based % 20

Learning.pdf
39. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York:
Cambridge.
40. Wood, Diana, F. (2003). Clinical review: ABC of learning and teaching in medicine Problem
based learning. BMJ; 326:328-330 Retrieved
41. Zimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory into Practice. 41,
64-71.

B a k u , A z e r b a i j a n | 939

View publication stats