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This action research study compares the efficacies of problem-based learning (PBL), traditional lecture, and a combination of PBL and traditional lecture to promote understanding and retention of the principle content of an elective science course, biochemistry, taught at a school for talented students. The study utilizes a pre- and post-course self-evaluation of student understanding, a measure of depth of understanding, and a questionnaire designed to determine student satisfaction. Lecture tended to widen the content coverage, while understanding and retention was promoted by PBL. Curriculum must be designed to provide a balance between content coverage and depth of understanding. Due to previous training and perceived needs, students sometimes demand more content coverage than is necessary for a complete and adequate education.
Richard F. Dods (Sun,) studied this question.