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Problem-Based Learning (PBL) holds the promise of training students to tackle illdefined, ill-structured problems and enhance transference of student knowledge from typical classroom activities to real-world design and analysis. However, some educational researchers (e.g. Kirschner, Sweller et. al. ) contend that minimal guidance techniques such as PBL fail to account for “human cognitive architecture” and produce exceedingly high cognitive loads, resulting in less learning than guided instruction. This paper addresses the gap between high-level, high cognitive load PBL techniques by presenting a tiered scaffolding approach ranging from highly guided to entirely un-formed (studentformed) problems in a Thermodynamics course. This approach includes short, structured in-class problems, a version of Challenge-Based Instruction (CBI) carried out as illstructured problems in class, and student-developed Thermodynamic Inquiry Projects carried out outside of class time. In addition to details of the approach, data on pre/post test assessments and student surveys will be presented.

Tiered Scaffolding of Problem-Based Learning Techniques in a Thermodynamics Course