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"", "DOI": "", "citationKey": "", "url": "http://www.tandfonline.com/doi/abs/10.1080/87567550209595877", "accessDate": "2014-10-16T12:44:29Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "journal club" }, { "tag": "motivation" } ], "collections": [ "4HZQHIH2" ], "relations": {}, "dateAdded": "2014-10-16T12:44:29Z", "dateModified": "2014-10-16T12:44:29Z" } }, { "key": "NAHS5MUP", "version": 9, "library": { "type": "group", "id": 291067, "name": "FAST Fellows 2014-2015", "links": { "alternate": { "href": "https://www.zotero.org/groups/fast_fellows_2014-2015", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/291067/items/NAHS5MUP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/fast_fellows_2014-2015/items/NAHS5MUP", "type": "text/html" } }, "meta": { 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Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strate- gies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effec- tive collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. 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currency, coverage) to teaching undergraduates how to evaluate Web sites. The checklist model rests on faulty assumptions about the nature of information available through the Web, mistaken beliefs about student evaluation skills, and an exaggerated sense of librarian expertise in evaluating information. The checklist model is difficult to implement in practice and encourages a mechanistic way of evaluating that is at odds with critical thinking. A contextual approach is offered as an alternative. A contextual approach uses three techniques: promoting peer- and editorially-reviewed resources, comparison, and corroboration. 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