Problem-based learning (PBL) is a promising educational method to help students acquire the skills and knowledge to be more effective practitioners. Students learn how to learn as they tackle a real-world planning problem. The instructor, as a cognitive coach, ensures that students are active, collaborative, and reflective problem-solvers. In this article, we explore the theoretical foundations and the practical benefits of problem-based learning for planning education. We detail a process for implementing problem-based learning in the classroom, illustrated with an example from a planning course. This article suggests that PBL can help to bridge the gap between planning education and practice, and can help to improve traditional methods of academic instruction.
Get full access to this article
View all access options for this article.
References
1.
American Institute of Certified Planners (AICP) . 1995. Definition of Professional Planning Experience, AICP Examination Requirements. Washington, D.C.
2.
Argyris, C. , and D.A. Schon. 1974. Theory in Practice: Increasing Professional Effectiveness. San Francisco, Calif.: Jossey-Bass.
3.
Barrows, H.S.1985. How to Design a Problem-Based Curriculum for Preclinical Years. New York: Springer-Verlag.
4.
Barrows, H.S.1986. A taxonomy of problem-based learning methods. Medical Education20(6): 481-486.
Barrows, H.S. , and K. Bennett. 1982. Experimental studies on the diagnostic (problem-solving) skill of the neurologist, their implications for neurological training. Archives of Neurology26: 273-277.
7.
Barrows, H.S. , and R. Tamblyn. 1976. An evaluation of problem-based learning in small groups using a simulated patient. Journal of Medical Education51: 52-54.
8.
Barrows, H.S. , and R. Tamblyn. 1980. Problem-Based Learning: An Approach to Medical Education. New York: Springer.
9.
Benware, C.A. , and E. Dice. 1984. Quality of learning with an active versus passive motivational set. American Education Research Journal21(4): 755-765.
10.
Bransford, J.D. , R.S. Sherwood, N.J. Vye, and J. Rieser. 1986. Teaching thinking and problem-solving: Research foundations. American Psychologist41: 1078-1089.
11.
Brooks, M.P.1988. Four critical junctions in the history of the urban planning profession: An exercise in hindsight. Journal of the American Planning Association54(2): 241-248.
12.
Candy, P.1991. Self-direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice. San Francisco, Calif.: Jossey-Bass.
13.
Chen, S.W. , R. Cowdroy, A. Kingsland, and M. Ostwald, eds. 1994. Reflections on Problem Based Learning. Sydney, Australia: Wild & Woolley Pty. Ltd.
14.
Chi, M.T.H. , M. Bassok, M.W. Lewis, P. Reimann, and R. Glaser. 1989. Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science13: 145-182.
15.
Christensen, K.S.1993. Teaching savvy. Journal of Planning Education and Research. 12(3): 202-212.
16.
Collins, A. , J.S. Brown, and S.E. Newman. 1989. Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics. In Knowing, Learning and Instruction, ed. L.B. Resnick, 453-494. Hillsdale, N.J.: Erlbaum.
17.
de Neufville, J.I.1983. Planning theory and practice: Bridging the gap. Journal of Planning Education and Research3(1): 35-45.
18.
Eisenstaedt, R.1990. Problem-based learning: Cognitive retention and cohort traits of randomly selected participants and decliners. Academic Medicine65(9): 511-512.
19.
Finkle, S.L. , and L.T. Torp. 1997. Problems as possibilities: Transforming garbage into gold. In Real-Life Problem-Solving: A Collaborative Approach to Interdisciplinary Learning, eds. B.F. Jones, C.M. Rasmussen, and M.C. Moffitt, 192-207. Washington, D.C.: American Psychological Association.
20.
Friedmann, J.1996. The core curriculum in planning revisited. Journal of Planning Education and Research15(2): 89-105.
21.
Friedmann, J. , and C. Kuester. 1994. Planning education for the late 20th century: An initial inquiry. Comment. Journal of Planning Education and Research14(1): 55-64.
22.
Galloway, T.D.1992. Threatened schools, imperiled practice: A case for collaboration. Journal of the American Planning Association58(2): 229-234.
23.
Grant, J. , and P. Manuel. 1995. Using a peer resource learning model in planning education. Journal of Planning Education and Research15(1): 51-57.
24.
Grigg, N.S.1995. Case study method for teaching water-resources management. Journal of Professional Issues in Engineering Education and Practice121(1): 30-36.
25.
Hall, P.1989. The turbulent eighth decade: Challenges to American city planning. Journal of the American Planning Association53(3): 275-282.
26.
Harris, B.1992. A view of planning and planning education. Journal of Planning Education and Research1(2): 151-152.
27.
Helling, A. , and D. Sawicki. 1997. The central sixth theme: Linking knowledge and collective action. Comment. Journal of Planning Education and Research16(3): 228-228.
28.
Innes, J.1995. Planning theory's emerging paradigm: Communicative action and interactive practice. Journal of Planning Education and Research14(3): 183-189.
29.
Kolodner, J.L.1993. Case-Based Reasoning. San Mateo, Calif.: Morgan-Kaufmann.
30.
Lang, J.1983. Teaching planning to city planning students: An argument for the studio/workshop approach. Journal of Planning Education and Research2(2): 122-129
31.
Lederman, L.1994. Give a small child a hammer and soon everything needs hammering. Simulation and Gaming25(2): 215-221.
32.
Leenders, M.R. , and J.A. Erskine. 1973. Case research: The case writing process. School of Business Administration, University of Western Ontario, London, Ontario, Canada.
33.
Levine, H.G. , and P.B. Forman. 1973. A study of retention of knowledge of neurosciences information. Journal of Medical Education48(9): 867-869.
34.
McClendon, B.W. , and A.J. Catanese, eds. 1996. Planners on Planning: Leading Planners Offer Real-Life Lessons on What Works, What Doesn 't, and Why. San Francisco, Calif.: Jossey-Bass.
35.
Needham, D.R. , and I.M. Begg. 1991. Problem-oriented training promotes spontaneous analogical transfer: Memory-oriented training promotes memory for training. Psychometric Society, Inc.19(6): 543-557.
36.
Patton, C.V. , and D.S. Sawicki. 1986. Being roughly right rather than precisely wrong: Teaching quick analysis in planning curricula. Journal of PPlanning Education and Research6(1): 22-29.
37.
Reid, J.1996. What they don't teach you in school. In Planners on Planning: Leading Planners Offer Real-life Lessons on What Works, What Doesn't, and Why, eds. B.W. McClendon and A.J. Catanese, 67-76. San Francisco, Calif.: Jossey-Bass.
38.
Ryan, G.L. and Quinn, C.N.1994. Cognitive apprenticeship and problem based learning. In Reflections on Problem Based Learning, eds. S.W. Chen, R. Cowdroy, A. Kingsland, and M. Ostwald, 15-34. Sydney, Australia: Wild & Woolley Pty. Ltd.
39.
Savery, John R. , and Thomas M. Duffy. 1995. Problem based learning: An instructional model and its constructivist framework. Educational Technology35(5): 31-38.
40.
Sawicki, D.S.1982. Teaching policy analysis in a graduate planning program. Journal of Planning Education and Research1(2): 78-85.
41.
Sawicki, D.S.1988. Planning education and practice: Can we plan for the next decade?Journal of Planning Education and Research7(2): 115-120.
42.
Sawicki, D.S.1989. Demographic analysis in planning: A graduate course and an alternative paradigm. Journal of Planning Education and Research9(1): 45-56.
43.
Schein, E.H.1972. Professional Education: Some New Directions. New York: McGraw Hill.
44.
Schdn, D.A.1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
45.
Schon, D.A.1987. Educating the Reflective Practitioner. San Francisco, Calif.: Jossey-Bass.
46.
Shalinsky, W. , and R.G. Norris. 1986. The place of small group process in planning education. Journal of Planning Education and Research5(2): 119-132.
47.
Teitz, M.B.1974. Toward a responsive methodology: The future of planning methods. In Planning in America: Learningfrom Turbulence, ed., D. Godschalk. Washington, D.C.: American Institute of Certified Planners.
48.
Teitz, M.B.1984. Planning education and the planning profession. Journal of Planning Education and Research3(2): 75-78.
49.
Wachs, M.1994. The case for practitioner faculty. Journal of Planning Education and Research13(3): 290-296.
50.
Williams, S.M.1992. Putting case-based instruction into context: Examples from legal and medical education. The Journal of the Learning Sciences2(4): 367-427.
