PROBLEM BASED LEARNING AND APPLICATIONS

“CONCEPT OF PROBLEM BASED LEARING AND APPLICATION

A. THE USE OF REAL WORL EXPERIENCE”

Problem-Based Learning (PBL) Problem-Based Learning (PBL) is a teaching method in which complex real-
world problems are used as the vehicle to promote student learning of concepts and principles as opposed to
direct presentation of facts and concepts.

PROBLEM-BASED LEARNING (PBL)

Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to
promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition
to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and
communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials,
and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of PBL, the approach is used over the
entire semester as the primary method of teaching. However, broader definitions and uses range from including PBL in
lab and design classes, to using it simply to start a single discussion. PBL can also be used to create assessment items.
The main thread connecting these various uses is the real-world problem.

Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among disciplines, there
are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001):

 The problem must motivate students to seek out a deeper understanding of concepts.

 The problem should require students to make reasoned decisions and to defend them.

 The problem should incorporate the content objectives in such a way as to connect it to previous
courses/knowledge.

 If used for a group project, the problem needs a level of complexity to ensure that the students must work
together to solve it.

 If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw
students into the problem.

The problems can come from a variety of sources: newspapers, magazines, journals, books, textbooks, and television/
movies. Some are in such form that they can be used with little editing; however, others need to be rewritten to be of
use. The following guidelines from The Power of Problem-Based Learning (Duch et al, 2001) are written for creating PBL
problems for a class centered around the method; however, the general ideas can be applied in simpler uses of PBL:

 Choose a central idea, concept, or principle that is always taught in a given course, and then think of a typical
end-of-chapter problem, assignment, or homework that is usually assigned to students to help them learn that
concept. List the learning objectives that students should meet when they work through the problem.

 Think of a real-world context for the concept under consideration. Develop a storytelling aspect to an end-of-
chapter problem, or research an actual case that can be adapted, adding some motivation for students to solve
 the problem. More complex problems will challenge students to go beyond simple plug-and-chug to solve it.
Look at magazines, newspapers, and articles for ideas on the story line. Some PBL practitioners talk to
professionals in the field, searching for ideas of realistic applications of the concept being taught.

 The problem needs to be introduced in stages so that students will be able to identify learning issues that will
lead them to research the targeted concepts. The following are some questions that may help guide this
process:

o What will the first page (or stage) look like? What open-ended questions can be asked? What learning
issues will be identified?

o How will the problem be structured?

o How long will the problem be? How many class periods will it take to complete?

o Will students be given information in subsequent pages (or stages) as they work through the problem?

o What resources will the students need?

o What end product will the students produce at the completion of the problem?

 Write a teacher's guide detailing the instructional plans on using the problem in the course. If the course is a
medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with
regular reporting may be necessary. The teacher's guide can indicate plans or options for cycling through the
pages of the problem interspersing the various modes of learning.

 The final step is to identify key resources for students. Students need to learn to identify and utilize learning
resources on their own, but it can be helpful if the instructor indicates a few good sources to get them started.
Many students will want to limit their research to the Internet, so it will be important to guide them toward the
library as well.

The method for distributing a PBL problem falls under three closely related teaching techniques: case studies, role-plays,
and simulations. Case studies are presented to students in written form. Role-plays have students improvise scenes
based on character descriptions given. Today, simulations often involve computer-based programs. Regardless of which
technique is used, the heart of the method remains the same: the real-world problem.
 “STEPS IN PROBLEM BASED LEARNING
A. THE 7 BASIC STEPS”

What are the steps in problem based learning?

1. Step 1: Explore the issue. ...
2. Step 2: State what is known. ...
3. Step 3: Define the issues. ...
4. Step 4: Research the knowledge. ...
5. Step 5: Investigate solutions. ...
6. Step 6: Present and support the chosen solution. ...
7. Step 7: Review your performance.
 “THE BENEFITS OF PROBLEM BASED LEARNING
A. THE 7 BASIC STEPS”
Problem-Based Learning: Benefits and Risks
 November 12, 2009
 Maryellen Weimer, PhD

Problem-based learning, the instructional approach in which carefully constructed, open-ended

problems are used by groups of students to work through content to a solution, has gained a
foothold in many segments of higher education.

Originally PBL, as it’s usually called, was used in medical school and in some business curricula
for majors. But now it is being used in a wide range of disciplines and with students at various
educational levels. The article (reference below) from which material is about to be cited “makes
a critical assessment” of how PBL is being used in the field of geography.

Much of the content is relevant to that discipline specifically, but the article does contain a useful
table that summarizes the benefits and risks of PBL for students, instructors, and institutions.
Material on the table is gleaned from an extensive review of the literature (all referenced in the
article). Here’s some of the information contained in the table.

Benefits of Problem-Based Learning

For Students

 It’s a student-centered approach.

 Typically students find it more enjoyable and satisfying.
 It encourages greater understanding.
 Students with PBL experience rate their abilities higher.
 PBL develops lifelong learning skills.

For Instructors

 Class attendance increases.

 The method affords more intrinsic reward.
 It encourages students to spend more time studying.
 It promotes interdisciplinarity.

For Institutions
 It makes student learning a priority.
 It may aid student retention.
 It may be taken as evidence that an institution values teaching.

Risks of Problem-Based Learning

For Students

 Prior learning experiences do not prepare students well for PBL.

 PBL requires more time and takes away study time from other subjects.
 It creates some anxiety because learning is messier.
 Sometimes group dynamics issues compromise PBL effectiveness.
 Less content knowledge may be learned.

For Instructors

 Creating suitable problem scenarios is difficult.

 It requires more prep time.
 Students have queries about the process.
 Group dynamics issues may require faculty intervention.
 It raises new questions about what to assess and how.

For Institutions

 It requires a change in educational philosophy for faculty who mostly lecture.

 Faculty will need staff development and support.
 It generally takes more instructors.
 It works best with flexible classroom space.
 It engenders resistance from faculty who question its efficacy.

Reference: Pawson, E., Fournier, E., Haight, M., Muniz, O., Trafford, J., and Vajoczki, S. 2006.
Problem-based learning in geography: Towards a critical assessment of its purposes, benefits
and risks. Journal of Geography in Higher Education 30 (1): 103–16.
 “PROBLEM BASED LEARNING MODEL”

What is the problem based learning model?

Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are
used as the vehicle to promote student learning of concepts and principles as opposed to direct
presentation of facts and concepts. ... Any subject area can be adapted to PBL with a little creativity.
 “PROBLEM BASED LEARNING DESIGN, IMPLEMENT AND ASSESS”

Problem-Based Learning: Six Steps to Design,

Implement, and Assess
 November 30, 2015
 Vincent R. Genareo PhD and Renee Lyons

Twenty-first century skills necessitate the implementation of instruction that allows students to
apply course content, take ownership of their learning, use technology meaningfully, and
collaborate. Problem-Based Learning (PBL) is one pedagogical approach that might fit in your
teaching toolbox.
PBL is a student-centered, inquiry-based instructional model in which learners engage with an
authentic, ill-structured problem that requires further research (Jonassen & Hung, 2008).
Students identify gaps in their knowledge, conduct research, and apply their learning to develop
solutions and present their findings (Barrows, 1996). Through collaboration and inquiry, students
can cultivate problem solving (Norman & Schmidt, 1992), metacognitive skills (Gijbels et al.,
2005), engagement in learning (Dochy et al., 2003), and intrinsic motivation. Despite PBL’s
potential benefits, many instructors lack the confidence or knowledge to utilize it (Ertmer &
Simons, 2006; Onyon, 2005). By breaking down the PBL cycle into six steps, you can begin to
design, implement, and assess PBL in your own courses.

STEP ONE: IDENTIFY OUTCOMES/ASSESSMENTS

PBL fits best with process-oriented course outcomes such as collaboration, research, and
problem solving. It can help students acquire content or conceptual knowledge, or develop
disciplinary habits such as writing or communication. After determining whether your course has
learning outcomes that fit with PBL, you will develop formative and summative assessments to
measure student learning. Group contracts, self/peer-evaluation forms, learning reflections,
writing samples, and rubrics are potential PBL assessments.

STEP TWO: DESIGN THE SCENARIO

Next you design the PBL scenario with an embedded problem that will emerge through student
brainstorming. Think of a real, complex issue related to your course content. It’s seldom difficult
to identify lots of problems in our fields; the key is writing a scenario for our students that will
elicit the types of thinking, discussion, research, and learning that need to take place to meet
the learning outcomes. Scenarios should be motivating, interesting, and generate good
discussion. Check out the websites below for examples of PBL problems and scenarios.
STEP THREE: INTRODUCE PBL
If PBL is new to your students, you can practice with an “easy problem,” such as a scenario
about long lines in the dining hall. After grouping students and allowing time to engage in an
abbreviated version of PBL, introduce the assignment expectations, rubrics, and timelines. Then
let groups read through the scenario(s). You might develop a single scenario and let each group
tackle it in their own way, or you could design multiple scenarios addressing a unique problem
for each group to discuss and research.

STEP FOUR: RESEARCH

PBL research begins with small-group brainstorming sessions where students define the
problem and determine what they know about the problem (background knowledge), what they
need to learn more about (topics to research), and where they need to look to find data
(databases, interviews, etc.). Groups should write the problem as a statement or research
question. They will likely need assistance. Think about your own research: without good
research questions, the process can be unguided or far too specific. Students should decide
upon group roles and assign responsibility for researching topics necessary for them to fully
understand their problems. Students then develop an initial hypothesis to “test” as they research
a solution. Remember: research questions and hypotheses can change after students find
information disconfirming their initial beliefs.

STEP FIVE: PRODUCT PERFORMANCE

After researching, the students create products and presentations that synthesize their
research, solutions, and learning. The format of the summative assessment is completely up to
you. We treat this step like a research fair. Students find resources to develop background
knowledge that informs their understanding, and then they collaboratively present their findings,
including one or more viable solutions, as research posters to the class.

STEP SIX: ASSESSMENT

During the PBL assessment step, evaluate the groups’ products and performances. Use rubrics
to determine whether students have clearly communicated the problem, background, research
methods, solutions (feasible and research-based), and resources, and to decide whether all
group members participated meaningfully. You should consider having your students fill out
reflections about their learning (including what they’ve learned about the content and the
research process) every day, and at the conclusion of the process.
Although we presented PBL as steps, it really functions cyclically. For example, you might teach
an economics course and develop a scenario about crowded campus sidewalks. After the
groups have read the scenario, they develop initial hypotheses about why the sidewalks are
crowded and how to solve the problem. If one group believes they are crowded because they
are too narrow and the solution is widening the sidewalks, their subsequent research on the
economic and environmental impacts might inform them that sidewalk widening isn’t feasible.
They should jump back to step four, discuss another hypothesis, and begin a different research
path.