Problem-Based Learning in Undergraduate Instruction. A Sophomore Chemistry Laboratory

Problem-based learning (PBL) is a pedagogical approach based on recent advances in cognitive science research on human learning. PBL has been used in medical schools for many years. This paper describes the application of PBL in undergraduate courses and discusses the specific needs of this environment. Practical information and guidance are given on how to develop a challenging problem, how to ensure coverage of syllabus topics, how to structure the discussions, and how to evaluate the progress of the course.The paper describes an implementation of PBL methodologies in an undergraduate science course. In this course, students work with a voluntary environmental advocacy group, the Upper Chattahoochee RiverKeeper, to monitor the quality of water in the Chattahoochee watershed. Students learn experimental analytical chemistry techniques and problem-solving skills in this context. A PBL classroom is organized around collaborative problem-solving activities, which provide a context for learning and discovery. Students show enthusiasm and motivation to learn, and they achieve a deeper understanding of the material because it is information they have learned in a context of an interesting problem. PBL also provides them with an opportunity to acquire effective problem-solving techniques and to improve their communication skills and their ability to work in cooperative groups.