Facilitating Postformal Thinking Through Problem-Based Learning in the History Survey Course: An Empirically Tested PBL Model

Authors

  • Charles Wynn Kennesaw State University

DOI:

https://doi.org/10.54337/ojs.jpblhe.v10i1.7288

Abstract

This case study presents a problem-based learning (PBL) model that guides general education history students to practice and acquire more advanced problem-solving skills – those found in postformal thinking systems – and to apply these thinking skills to develop and share solution alternatives both to periodized historical issues and to current problems and issues. The article also summarizes findings from three studies that tested the impact of the PBL model on students’ cognitive growth, level of course engagement, and perception of content relevance. These findings include student comments on the impact their PBL experiences had on their thinking skills and the usefulness of these skills in problem solving. The article concludes by providing tips on implementing the PBL model in a college general education history course.   

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Published

07-10-2022

Issue

Section

Case studies of PBL and reflections on PBL in practice