Evaluation of Problem-based learning (PBL) scenarios for chemistry

Abstract

PBL is a constructivist instructional strategy whose disciplinary vehicle, called scenario, includes an ill structured problem that mirrors real-world problems. PBL-scenario is the circumstance or context where a problem is situated and is tackled by the students. The proper scenario is the most critical aspect of effective problem-based learning. A modified rubric to be used to rate seven essential elements to PBL scenarios is shown. These elements include: problem structure, authenticity, curricular and learner relevance, ways and means, thinking requirement and potential solutions. Finally, an evaluation example of particular scenario applied to a High School Chemistry course is presented.