“Problem-solving teaching” has an effect-size of 0.61 (2009 figures), and comes fairly naturally in most disciplines. But “Problem-based learning” overall had d=0.15, and developing it requires a very substantial investment in time and resources. So that’s a non-starter, isn’t it? Not necessarily; like a potent drug it needs to be correctly prescribed. For acquisition of basic knowledge it actually had a negative effect; but for consolidation and application and work at the level of principles and skills it could go up to d=0.75. Not much use in primary schools, but a different matter on professional courses at university (which is where it is generally found). (Hattie, 2009: 210-212)”
