PROBLEM-BASED LEARNING FOR TRADITIONAL AND INTERDISCIPLINARY CLASSROOMS

Classroom instruction in problem solving often takes the form of prese nting neat, verification-style problems to students at the end of a pe riod of learning. This practice stands in stark contrast to profession al problem solving, where the problem comes first, and is a catalyst f or investigation and learning. Problem-based learning provides student s with an opportunity to grapple with realistic, ill-structured proble ms using the same kinds of techniques and habits of mind professionals use. The problem-based curriculum and instruction design puts student s in the role of professional problem solvers by designing instruction around the investigation of an ill-structured problem. Teachers act a s metacognitive coaches and tutors instead of ''experts'' who have the ''right answer'' to the problem. Two different applications of proble m-based learning at the Illinois Mathematics and Science Academy are d escribed in this article. One application is in an interdisciplinary s enior elective course entitled Science, Society and the Future where p roblems investigate modern dilemmas resulting in modern advances in sc ience and technology; the other is in a more traditional sophomore req uired course, American Studies, where the problems studied provide stu dents with a feel for the critical decisions which drove the developme nt of the Nation. A description of research projects underway to docum ent the effectiveness of the program is also provided.