Definition of IBL
IBL is any pedagogy where the exploration is the primary activity and the structure of instruction that follows is dictated by the students’ needs as they pursue the exploration. The teacher and the textbook are not the primary mode of instruction, with problems at the end of the chapter. Rather, problems or questions are posed whose ‘answers’ are the dominant activity, and other instruction is delivered as needed to assist students in their quest to respond to the questions.
For example, in an introductory IBL biology course for non-science majors, content is organized around major themes or issues, so that students identify the “big” or important ideas as a framework for learning. [1] Content is taught within the context of the theme, and basic principles of the discipline are presented on a need-to-know basis. Organizing teaching around a theme can be inherently interesting to students because of their tie to current issues or focus on a problem relevant to students’ lives. Their lives are not organized by chapter 1, then chapter 2. Thus, IBL courses engage student interest more fully, motivate students to do independent research on the topic, and encourage students to become critically analytical of data and written work on the subject (Norton et al. 1997; Hobson 2001; Dinan 2002).
IBL can include case studies, problem-solving, community-based studies, discovery- or project-based activities, and any other pedagogies that pose an investigation or problem as the primary educational technique, structuring other instruction as needed. In IBL, students typically work on a real-world problem that reflects the often complicated, non-linear process that we encounter in actual applications In IBL, students might start their investigation down a wrong road, back up, and try something else. The task of professors is to teach principles, frameworks, and investigatory tools. Students take these principles and apply them on their own, with the professor acting as a consultant, reference, and expert guide. Such projects culminate in a presentation or paper, often shared with a professional organization, client, or community partner. IBL is a complete learning cycle, moving through an entire process from framing a problem through to its solution and then giving the solution back to the professor, one another, and the client in a meaningful way.
Dinan, F.J. 2002. Chemistry by the case. Journal of College Science Teaching
32(1): 36-41.
Hobson, A. 2001. Teaching relevant science for scientific
literacy. Journal of College Science Teaching 30(4): 238-243.
Norton, C.G., L.H. Gildensoph, M.M. Phillips, D.D. Wygal, K.H. Olson, J.J. Pellegrini, and K.A. Tweeten. 1997. Reinvigorating introductory biology: A theme-based, investigative approach to teaching biology majors. Journal of College Science Teaching 27(2): 121-126.
[1] For example, these questions lead the whole introductory Biology course:
Unit 1: Is there a link between obesity and diabetes?
Unit 2: Can you climb Mt. Everest?
Unit 3: Does HIV cause AIDS?
Unit 4: Whose child is this?