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Lecture Note

The document discusses Problem-Based Learning (PBL) and Project-Based Learning (PrBL), highlighting their nature, principles, stages, benefits, and the role of technology in facilitating these approaches. PBL emphasizes inquiry and collaboration to solve open-ended problems, while PrBL focuses on engaging students in real-world tasks through planned activities. Both methods aim to enhance skills such as communication, problem-solving, and self-directed learning, ultimately fostering a positive attitude towards learning.

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Eucharistine Simbajon
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3 views

Lecture Note

The document discusses Problem-Based Learning (PBL) and Project-Based Learning (PrBL), highlighting their nature, principles, stages, benefits, and the role of technology in facilitating these approaches. PBL emphasizes inquiry and collaboration to solve open-ended problems, while PrBL focuses on engaging students in real-world tasks through planned activities. Both methods aim to enhance skills such as communication, problem-solving, and self-directed learning, ultimately fostering a positive attitude towards learning.

Uploaded by

Eucharistine Simbajon
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Module 2: Lesson 2

PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING

Nature of Problem-based Learning (PBL)


▪ It is an approach that involves a process of inquiry and solving open-ended questions that serve
as the main problem that the learners will work on.
▪ The type of questions posited is focused on a specific content standard and its application to
real-life issues.
▪ It also requires more than one answer or solution where learners are engaged in a collaborative
task as they work towards the solution of the problem.
▪ In its process of engaging, several skills are learned such as problem-solving, communication,
and research which are essential in the work place.

Five Principles of PBL (Ali, 2016; p. 73)


Ali (2016) described PBL as a process that is used to identify problems with a scenario to
increase knowledge and understanding. In her article, she proposed the following principles that may
be considered by teachers in planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-solving, and engagement with the task.
5. Materials such as data, photograph, and articles, can be used to solve the problem.

Six Stages on the Adoption of the Online PBL (Lo, 2009; p. 208)
1. Identify the problem—current issues that do not have just one answer or definite solution;
2. Brainstorming—generate ideas and tackle the problem;
3. Collecting and analyzing the information—assign members to collect and post useful information
4. Synthesizing information—synthesize relevant data to build knowledge
5. Co-building knowledge—presentation of the solution to the learning problem/issue;
6. Refining the outcomes—instructors giving feedback and suggestions to help students improve.

Benefits of Problem-Based Learning


According to Ghufron & Ermawati, (2018; p.666):
o Promotes self-confidence and motivation
o Reduces students’ nervousness during the learning process
o Increases students’ responsibility in learning
o Makes students easily learn the material through sharing of ideas
o Promotes problem-solving skills
o Promotes self-directed learning
o Promotes active learning
o Makes students explore many learning resources
o Makes students develop positive attitude towards learning

According to Baresh, Ali, & Darmi (2019)—EFL Students:


o Enhances fluency in communication
o Improves grammar
o Increases comprehension
o Enhances good pronunciations and intonations
o Enhances self-confidence
o Increases range of vocabulary
Module 2: Lesson 2
PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING
According to a study of Lin (2017), it was revealed statistically that PBL students have:
o Improved reading comprehension
o High motivation intensity
o Higher desire to learn English and communication

According to a study of Markušic and Sabljic (2019), their data revealed that PBL is an acceptable
“methodological system” that:
o Interests students in activities
o Develops students’ critical thinking and communication skills
o Encourages curiosity and exploratory thinking
o Develops students’ love of reading
o Develops skills of connecting teaching topics

Role of Technology in PBL


1. Online tools can help students to complete their tasks.
2. It allows learners to be actively connected and engaged in the group task.
3. It allows teachers (as facilitators) to peep into the activities of each learner so that they can
provide feedback at any stage of the PBL activity.
4. Web 2.0 technologies are characterized by collaboration, sharing, and networking which
facilitates and enhances PBL activities (Tambouris, et al, 2012).
5. Productivity tools such as spreadsheets, calendars, organizers, and those for writing also assist
learners and teachers in accomplishing required tasks and outputs.

Nature of Project-Based Learning (PrBL/PBA)


▪ It is an approach but has evolved as a teaching method that engages learners in a series of
planned tasks resulting to the generation of solutions to real-world problems.
▪ It is a student-centered approach as it takes into the account of the realm of experiences and
interests of students.
▪ This method is based on John Dewey’s principle of learning by doing, and Lev Vygotsky’s
constructivist theory of learning
▪ It is a collaborative learning activity where learners work on an authentic task guided by an open-
ended question
Skills Developed through PrBL
1. Research methodology Skills (Tiwari, Arya, & Bansal, 2017). It was revealed that students’
knowledge of the topic take, searching review for the topic, communication skills, data collection
skills, and analytical and presentation skills where enhanced.
2. Oral communicative competence (Bakar, Noordin,, & Rali, 2019). The study revealed a
significant improvement in the learners’ overall oral communicative competence of a 12-week
intervention lessons using PrBL as a strategy, which was also concluded as an effective and
recommended strategy in English language teaching especially for learners with low proficiency.
3. Development of life skills (Wurdinger & Qureshi, 2015). Their findings revealed that after taking
the PrBL course, there was a significant difference in the mean score for the following life skills:
responsibility, problem-solving, self-direction, communication, and creativity skills.

Prepared:
Samson, Princess Stephanie P.
Serrano, July an C.
Simbajon Eucharistine B.
Solmia, Neslyn R.

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