A continuing barrier to the implementation of curriculum fostering higher order thinking skills is the perception that use of these programs inevitably results in lower levels of content acquisition. This assumption was challenged in the current study, which compared high school students' scores on a multiple-choice standardized test after traditional or experimental instruction. Students in the experimental classroom were instructed by using an approach called problem-based learning where an ill-structured problem initiates learning and the teacher serves as a coach instead of an information repository. Results indicate that students in the experimental class did not sacrifice content acquisition when compared to students learning in more traditional settings. Implications regarding the breadth-versus-depth debate are discussed along with questions of research methodology in this area.
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