Abstract
The authors define Problem Based Learning (PBL) as a student-centered, formative, pedagogical approach in which pupils acquire critical and design thinking skills along with content knowledge. The problem focus is similar to cases found in Case-Based Learning (CBL) that has been commonplace for decades in many academic domains. Most of what is found in the literature about PBL tends to be descriptive in nature, whereas little can be found that assists with identifying the process of identifying root causes for those problems and with sustaining the strategy in the classroom. This chapter presents a case for integrating story and design thinking to develop causal analysis and to add rigor through formative conjecture modeling.