A Taste of Problem-based Learning Increases Achievement of Urban Minority Middle-School Students.

By P. R. Gordon, A. M. Rogers, M. Comfort, N. Gavula, B. McGee. 2001

105 citations recorded by the source corpus.

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Rebecca’s in the dark: A comparative study of problem-based learning and direct instruction/experiential learning in two 4th-grade classrooms (2009, background): “…fact that PBL features real-life problems as a basis for instruction, forcing students to apply their existing knowledge and stimulating them to do investigations in order to satisfy their “need to know” (Gordon et al., 2001) makes it a useful model for public schools implementing these standards.”
Taking a Leap of Faith: Redefining Teaching and Learning in Higher Education through Project-Based Learning. (2014, background): “(2010) and Grant (2009) found that while teachers (and students) understood that the teacher’s role was to facilitate the learning process, they struggled to redefine their role in the classroom; they wavered between being an expert and authority figure to being a facilitator and guide.”
Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning (2006, background): “The problem stimulates students to carry out investigations to satisfy their need to know, then links the new knowledge into their thinking and decision-making processes (Gordon et al., 2001).”