You are hereHome › College of Education & Professional Studies (CEPS) › Department of Teacher Education and Educational Leadership › Pecore, John › Problem-based learning Style APAChicagoHarvardIEEEMLATurabian Choose the citation style. Pecore, J. L., & Bohan, C. H. (2013). Problem-based learning: Teachers who flourish and flounder. Curriculum and Teaching Dialogue, 14(1), 125-138. Download PDF Problem-based learning Details Type Journal Article Title Problem-based learning: Teachers who flourish and flounder Contributor(s) Pecore, John L. (author)Bohan, Chara Haeussler (author) Located In Curriculum and Teaching Dialogue ISSN 1538-750X Volume 14 Issue 1 Start Page 125 End Page 138 Date 2013 Use/Reproduction 2012 by Information Age Publishing Abstract This essay explores problem-based learning (PBL) by analyzing case study data from two teachers at a public high school. The purpose of this study is to explore teachers’ facilitation of the classroom learning environment during PBL instruction. Data included observations, interviews, and a card sort activity. Achievements and obstacles with PBL implementation are described. Findings reveal that teachers must guide motivation, facilitation, collaboration, and reflection in order to flourish when implementing PBL.