Pepper, C. (2009). Problem based learning in Science. Issues in Educational Research, 19(2), 128-141.
Pepper (2009) describes problem-based learning (PBL) as a teaching strategy designed to engage students in deep rather than surface learning, and to link university study with professional practice. PBL was implemented in three first year Science units and the unit coordinator’s and students’ perceptions were monitored. Students most appreciated the group work, flexibility, and access to differing perspectives that PBL afforded. Unit coordinators generally agreed that PBL led to deeper thinking among students, although some students were challenged by being expected to take responsibility for their own learning. Pepper recommended unit coordinator and student training to assist all parties with working in new ways.