Editing Problem-based learning (section)

==Supporting evidence==
Several studies support the success of the constructivist problem-based and inquiry learning methods.<ref name="Hmelo_Response" /> One example is a study on a project called GenScope, an [[Inquiry-based learning|inquiry-based]] science software application, which found that students using the GenScope software showed significant gains over the control groups, with the largest gains shown in students from basic courses.<ref name="Hmelo_Response">{{cite journal |doi=10.1080/00461520701263368 |title=Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) |year=2007 |last1=Hmelo-Silver |first1=Cindy E. |last2=Duncan |first2=Ravit Golan |last3=Chinn |first3=Clark A. |journal=Educational Psychologist |volume=42 |issue=2 |pages=99–107|s2cid=1360735 }}</ref>

One large study tracked middle school students' performance on high-stakes standardized tests to evaluate the effectiveness of inquiry-based science.<ref name="Hmelo_Response" /> The study found a 14 percent improvement for the first cohort of students and a 13 percent improvement for the second cohort of students.<ref name="Hmelo_Response" /> The study also found that inquiry-based teaching methods greatly reduced the achievement gap for African-American students.<ref name="Hmelo_Response" />

A systematic review of the effects of problem-based learning in medical school on the performance of doctors after graduation showed clear positive effects on [[physician]] competence. This effect was especially strong for social and cognitive competencies such as coping with uncertainty and communication skills.<ref name="Koh">{{cite journal |doi=10.1503/cmaj.070565 |title=The effects of problem-based learning during medical school on physician competency: A systematic review |year=2008 |last1=Koh |first1=G. C.-H. |last2=Khoo |first2=H. E. |last3=Wong |first3=M. L. |last4=Koh |first4=D. |journal=Canadian Medical Association Journal |volume=178 |pages=34–41 |pmid=18166729 |issue=1 |pmc=2151117}}</ref>

Another study from [[Slovenia]] looked at whether students who learn with PBL are better at solving problems and if their attitudes towards mathematics were improved compared to their peers in a more traditional curriculum. The study found that students who were exposed to PBL were better at solving more difficult problems; however, there was no significant difference in student attitude towards mathematics.<ref name="Cotic_PBLandMath" />