Research on Problem-Based Learning at the Illinois Mathematics and Science Academy (IMSA)

Members of the LDI community are currently collaborating with the staff and students of the Illinois Mathematics and Science Academy (IMSA), to conduct research on the implementation of problem-based instruction in the high school classroom, and to determine the effect of problem-based learning (PBL) - and other instructional strategies - on problem solving and metacognitive processes of learners.

IMSA is a public residential school for high school age students with demonstrated potential for mathematics and science. While serving these students, the academy has also served as a "laboratory" for implementing a number of innovative approaches to teaching and learning in the high school curriculum. The "Learning Story of the Illinois Mathematics and Science Academy," authored by IMSA president Stephanie Pace-Marshall, provides further insight into the mission and activities of IMSA.

The following activities are being undertaken in the context of the LDI-IMSA inquiry effort:

Data collection and training is being conducted through the early part of the 2002 calendar year.

For more information on this project, please contact Yusra Laila Visser. Furthermore, continue to check this section of the LDI site for updates on research progress and findings.

A paper on "What makes problem-based learning effective. The impact of various PBL attributes on performance, problem solving strategies, attitudes, and self-regulatory processes of high school science students," authored by Yusra Laila Visser, was presented on the fourth day of the Annual Meeting of the American Educational Research Association, held in New Orleans, April 1-5, 2002.