SynthesisF1000Research2023
The Role of Problem-Based Learning Approach in Teaching and Learning Physics: A Systematic Literature Review.
Synthesis in F1000Research, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Mathematical Competencies and Critical Thinking in Secondary Education: A PRISMA-Based Systematic Review (2019-2025).F1000Research · 2025Pooled it
- The effectiveness of symptom-oriented mind mapping combined with problem-based learning in critical care clerkships: a randomized controlled trial.Frontiers in public health · 2025Trial
- Defining the influence of digitalization on the future of dentistry through an educational handbook for Computer Aided Design tool training.BMC medical education · 2026Article
- Measuring the effectiveness of career education at a medical university and future issues from the perspective of students' transformation: impact of a new career education program at a medical university on entrepreneurship effectiveness.Fujita medical journal · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Problem-based learning (PBL) is a learner-centered method in which complex real-world problems are used to stimulate students thinking and problem-solving abilities during the teaching and learning process. This systematic review aimed to reveal the role of the PBL approach in teaching and learning physics. Relevant articles for the review were sourced from Scopus and Web of Science using keywords such as "problem-based learning" and "PBL in physics" education" as search terms. This search yielded 376 results. Thirty-six articles were included in the analysis after passing a crucial condition of empirically investigating the effect of PBL in teaching and learning physics. Only three of these articles did not show a positive effect; others have shown a positive lead of PBL towards improving academic achievement, attitude to learn physics, problem-solving, critical and creative thinking abilities, cooperative learning enhancement, mental model development, and science process skills attainment. Therefore, the review offers important pointers to various classroom environments and activities that ignite learners' thinking. Thus, it help policymakers to select and maintain the best methodology that promotes high students' academic achievement levels.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.