Can problem‐based learning address content and process?

Problem‐based learning was used to address the learning process and traditional content in a one semester nonmajors biochemistry course. Three different pedagogical strategies were evaluated in three versions of the course. The first version exclusively utilized literature‐based learning (analysis of primary literature articles in small groups) with almost no lectures from the instructor. Classroom assessment addressed the research process, not content. In the second version, literature‐based learning was supplemented with a 75‐min lecture by the instructor before each article was analyzed as well as additional lectures as deemed necessary. Classroom assessment addressed process (70%) over content (30%). The third version was lecture‐based, with the emphasis on traditional content; lectures were supplemented with literature analysis. Classroom assessment emphasized content, but about 10% of each exam focused on the research process. Student evaluations of the three versions of the course showed no significant difference in opinions about the format of the course. Postcourse interviews with students 1) confirmed previous studies that showed that the literature‐based format greatly increased the involvement of students in their own learning, 2) showed that literature‐based learning is compatible with an equal focus on content and process, and 3) showed that supplementing lecture‐based teaching with literature‐based learning does not empower students to manage their own learning, although student response to this instructional method was positive.