Comparing Problem-Based Learning and Traditional Instruction in High School Economics

摘要: The potential differences in the effectiveness of problem-based learning (PBL) and traditional instructional approaches regarding high school students' attainment economics concepts principles attitude toward were examined. authors also considered interactions between outcomes PBL contexts academic ability, entering knowledge economics, negative feelings after failure, preferred level task difficulty, behavioral response to failure. No classes found unit-specific student outcomes, although there was a difference changes general measured at beginning end semester, with more.