“Problem-based Learning in Biblical Studies: Reflections from Classroom Experience”

This article reflects critically on the introduction of a form of problem-based learning into a first-year Hebrew course. It begins by outlining the problems inherent in the way this course had previously been taught, and proceeds to consider the factors that needed to be taken into account in developing a solution. In particular, the need to develop a course that promotes deep rather than surface learning is emphasized. A description is then given of problem-based learning and the advantages it offers. An account of problem-based learning in the context of the Hebrew course is given, followed by critical reflections based on comments put forward by students involved with the course and the teacher's reflective partners. Without ignoring the problems presented by problem-based learning, this article defends this educative strategy on the basis that it stimulates student motivation and promotes deep learning on a number of levels.