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Problem Based Learning

This document provides an overview of problem-based learning as a pedagogical model. It describes problem-based learning as a student-centered approach where students learn through the process of working to understand or solve real-world problems. The key elements of the model include problem descriptions that form the starting point for study, a problem-solving process conducted in small groups with defined phases, and the role of the tutor in facilitating the group. The intended learning outcomes are developing expertise, problem-solving skills, and the ability to engage in self-directed lifelong learning.

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Khairul Salleh Baharudin
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130 views

Problem Based Learning

This document provides an overview of problem-based learning as a pedagogical model. It describes problem-based learning as a student-centered approach where students learn through the process of working to understand or solve real-world problems. The key elements of the model include problem descriptions that form the starting point for study, a problem-solving process conducted in small groups with defined phases, and the role of the tutor in facilitating the group. The intended learning outcomes are developing expertise, problem-solving skills, and the ability to engage in self-directed lifelong learning.

Uploaded by

Khairul Salleh Baharudin
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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: Problem-based learning

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A first version for pedagogical model

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The idea is that the description is understandable even to a nonpedagogical expert and that it can be used as a guidance for designing. For this reason these descriptions should be rather short and include examples of possible solutions and suggestions for templates. We describe the model as an entity but it is possible to make a LO also of the elements that form the model. These kind of independent elements are presented by numbering them.

Problem-based learning
Liisa Ilomki, Minna Lakkala, Sami Paavola

An introduction
Problem-based learning is a practically oriented pedagogical model, in which students develop their expertise on the content area in question by working with cases and problems that represent real life situations (authentic problems) (Savin-Baden, 2000). Barrows & Tamblyn (1980), the pioneers and developers of the model, define problem-based learning that it is "the learning that results from the process of working towards the understanding or resolution of a problem. The problem is first encountered in the learning process, and it serves as a focus or stimulus for the application of problem-solving or reasoning skills, as well as for the search for or study of information or knowledge needed to understand the mechanisms responsible for the problem and how it might be resolved." The goal of learning is to acquire a pre-defined, integrated body of knowledge related to the problem(s), and this knowledge includes declarative knowledge ("what"), procedural knowledge ("how") and contextual knowledge ("why, when and where") (Barrows and Tamblyn, 1980). As Barrows and Tamblyn (1980) note, the concept problem-solving is a bit misleading. For many problems there is no solution or, alternatively, there are several solutions and to solve the basic problem is not essential. Problems are as a matter of fact quite close to cases. The difference is that a case is a description of a certain situation which is used for training students to apply what they have learned from a textbook (Kunst & Van Veen, 1986). Anyhow, problem and problem-solving are the commonly used concepts. Learning by problem-solving can be applied on two levels:

1) As an overall method of learning and as a distinctive, well-documented


instructional approach (Bereiter & Scardamalia, 2000) applied especially in several areas of higher education, typically in medical education for which

it was first developed. In these approaches, all learning of academic professions is constructed around problem-solving. The educational organisation is then constructed to support the problem-solving approach and [the] educational settings are well-designed and stable. Typically the problem solving process takes some weeks (e.g. 6 weeks) and then it might include only one large problem. A problem is a large, cross-curriculum content, without an exact question but rather an area of several problems to be found, defined and solved. The process of solving the problems includes also group work, the division of labour for finding relevant information, the tutor, etc.

2) As a learning method for one content area, sometimes connected with


other teaching methods; in that case, problem-based learning is used only occasionally, and it is one alternative among other methods. The difference in these two approaches is mainly the educational setting, not the method of problem-solving. When problem-solving is used as one element of a course or a curriculum, a problem might be an independent problem, not a part of a larger group of problems. Still, it might consist of a crosscurriculum content area, where the problems are complex and students must to define the problems and find the possible solutions. The process takes, however, less time and effort. It is important to notice that problems are not "exercises" or ready-made questions, as problems are sometimes thought in e.g. mathematics. In this paper we present the elements of problem-based learning, which [then] can be applied in both ways presented above. Savin-Baden (2000) defines three essential conditions for problem-based learning 1) it concentrates on constructing a curriculum based on problems, to support a broad, cross-curriculum approach, and to support learning of cognitive skills instead of specific subjects 2) it is supported by a tutors guidance, work in s mall groups, and active learning 3) the outcomes are the development of skills and motivation, and the ability to life-long learning. The outcomes of problem-based learning are anticipated to be 1) the increasing expertise of the content area, 2) problem solving skills and the ability to solve new and challenging problems, 3) good metacognitive skills, like ability to self-reflection, 4) higher order cognitive skills, like decision making, critical and creative thinking, 5) the ability to connect declarative and procedural knowledge.

Essential elements of the model


Problem descriptions Problems form the starting point for the studies. A problem might be for example a statement, a simulated patient complaining something, or a description of a phenomenon. It might also be an open question without one single answer; typically a why- or a how -question. Problems consist of authentic descriptions, which include all essential information of the situation/case, as in real life, e.g. not just ready-made summaries or exact references to text books. A problem description e.g. in medical studies might include a patient simulation, descriptions of symptoms, results of laboratory tests and background information of the patient. The descriptions can vary from short and simple to large entities with detailed background information and a demanding content. Typically problem descriptions form a hierarchical structure from easier ones to more difficult and complex ones. The problem descriptions are designed by educators and experts; and, as in the case of many higher education applications, these form the whole curriculum, and the traditional "subjects", traditional contents of learning, are integrated in the problems. Students are organised to work in study groups. In the group discussion, they define the study problem based on the description of phenomena, events or cases that have a relationship with each other. The description is the basis for students' collaborative discussion and inquiry; it is essential that they formulate the study questions themselves instead of getting readyformulated questions. Because students have these complex and authentic descriptions, they choose themselves what they regard essential for defining their study problem.

Problem solving process in study groups


Problem solving is the key activity for learning in the problem-based learning approach. In educational institutes where problem-solving is applied throughout the curriculum, students are supported and guided thoroughly. Students always go through the same process, and it is explained thoroughly to them in "a problem-solving guide" with a clear model of the process steps, the needed activities, the problems they should be able to solve, and even the assessment questions they should manage in the end of the studies. The steps of the process become thus very familiar to the students; therefore, they can direct their cognitive effort in content, not in the problem-solving method. Working in groups help the students to share understanding and thus construct a common knowledge base. They get also guidance in their study meetings from a real tutor, who supports their study activities in different phases. The problem-solving is group work. The students learn in a group to divide the problem into sub-problems, to formulate hypotheses, to activate

the previous knowledge and to reflect their working (Moust, Bouhuijs & Schmidt, 1989). The group work is helped by organising it with formal roles of a chairman and a secretary. The process has five different phases: problem identification, data collection, assessment, recommendation and evaluation of the solution (Savin-Baden, 2000). These phases have some minor variations depending on the educational institute. Two examples of the problem-solving steps:

A.
1) Clarify the terms and concepts 2) Define the problem 3) Analyze the problem, produce possible explanations and hypotheses 4) Summarise 5) Formulate learning objectives 6) Self study based on the objectives. Acquire the knowledge needed 7) Report back to the group discussion, evaluate the essence of the knowledge If needed, continue the knowledge acquisition. (University of Maastricht)

B.
1) Recognize the problem with significant academic and/or operational implications 2) Formulate initially the problem 3) Describe the problem situation 4) Identify key relationships within the problem situation 5) Identify solutions for analysis and testing 6) Evaluate the solutions with respect to the problem (Birch, 1986). The cycles can be used several times to solve the original problem. Additional information for solving the problem is also often required. It should also be authentic (or simulate authencity) and it can include all types of information, like printed material, audio-visual material, models, even people (e.g. to be interviewed), or places to visit. Students do not get all the information needed in the problem descriptions. They have to do some information search and e.g. read additional literature or do some simulation before they can answer the formulated study questions to solve their problem. A tutor is needed for guiding the study group. The tutor helps the study group to construct the problem so that the students learn the relevant concepts, principles and skills. The tutor has a facilitating role; she/he is not a teacher or a lecturer. The tutor also helps the group to get rid of misconceptions, false assumptions and thinking models (Barrows & Tamblyn, 1980, Moust, Bouhuijs & Schmidt, (1989).

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