Problem-based learning: Implementing project work in biology through ill-structured problems

Abstract

This case study investigated how secondary 3 students carried out project work in biology via problem-based learning that made use of ill-structured problems. Students first identified their own problems for investigation and then worked in groups to solve the problems. Data sources included observations of students at work, interviews, students' written work, as well as audio and videotapes of students engaged in group work. Issues and challenges related to the use of ill-structured problems were identified, and implications for the implementation of problem-based learning in project work are discussed. These issues pertained to students identifying a problem for study, students' questions and their learning pathways, and the methods of inquiry that students engaged in.