| Artifacts | The products produced by students in problem-based instruction, such as reports, videos, and computer programs.
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| Cognitive-constructivist perspective | A view of learning which posits that learning occurs when learners are actively involved in the process of acquiring and constructing their own knowledge.
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| Cognitive psychology | Psychology of learning that focuses mainly on mental processes.
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| Constructivism | A perspective of teaching and learning in which a learner constructs meaning from experience and interaction with others and the teacher's role is to provide meaningful experiences for students.
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| Discovery learning | An approach to teaching that emphasizes encouraging students to learn concepts and principles through their own explorations and to solve problems on their own.
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| Discrepant event | A puzzling situation that sparks curiosity and motivates inquiry into cause-and-effect relationships; used by teachers to engage students.
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| Exhibits | Displays of artifacts students present that show their work from a problem-based lesson.
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| Higher-order thinking | Abstract intellectual processes that involve analyzing, criticizing, and reaching conclusions based on sound evidence.
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| Inquiry training | An approach to teaching in which the emphasis is on helping students inquire on their own and to develop such skills as asking questions and drawing conclusions from data.
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| Meta-analysis | A research method that combines results across several studies.
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| Scaffolding | The process in which a learner is helped by a teacher or more accomplished person to master a particular problem beyond his or her current developmental level.
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| Self-regulated learner | A learner who can diagnose a learning situation, select an appropriate learning strategy, monitor the effectiveness of the strategy, and remain engaged in the learning task until it is accomplished.
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| Zone of proximal development | A concept attributed to Lev Vygotsky that represents the area between a learner's level of actual development and his or her level of potential development.
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