چکیده (انگلیسی):

This article presents a problem-based learning (PBL) model for teaching a college U.S. history survey course (U.S.
history since 1890) designed to promote postformal thinking skills and identify and explain thinking systems
inherent in adult complex problem-solving. We also present the results of a study in which the outcomes of the PBL
model were compared to the outcomes of the same course taught with traditional lecture and discussion. The PBL
model was more effective in scaffolding learning so that students recognize and practice postformal thinking
dynamics and in facilitating self-reported student perceptions of increased course engagement and content
relevance. We offer recommendations for implementing PBL in social science survey courses.