Technology for Teaching and Learning

Module 2: Lesson 2
Problem-based Learning (PBL) and Project-based Learning (PrBL)

Lesson Outcomes:
At the end lesson, the student should be able to:
a. discuss the salient features of PBL and PrBL and their application to the attainment of
learning competencies and learning outcomes
b. analyze how technologies for teaching and learning can be maximized in PBL and PrBL
c. share some performance standards from the curriculum guide that can employ PBL and
PrBL

PROBLEM-BASED LEARNING (PBL)

I. Nature of Problem-based Learning
 Salient Features
o Real-world, ill-structured problems as the driving force.
o Student-centered inquiry and collaboration.
o Facilitator role of the teacher.
o Emphasis on self-directed learning and metacognition
 Five Principles (Ali, 2016; p. 73)
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.
 Application of PBL to Learning Competencies and Outcomes
o Developing critical thinking and problem-solving skills.
o Enhancing content knowledge through application.
o Promoting collaboration and communication skills.
 Examples of PBL in Science Education
o Investigating a local water pollution issue.
o Designing a sustainable energy solution for a community.

II. Technology Integration in PBL

 Tools for research and information gathering
o Online databases, virtual libraries, simulations, and data analysis software.
 Platforms for collaboration and communication
o Online forums, shared documents, video conferencing.
 Technologies for presentation and demonstration
o Multimedia tools, data visualization, interactive simulations.
 Examples of technology-enhanced PBL activities
o Using Geographic Information Systems (GIS) to analyze environmental issues.
o Creating interactive models of biological systems using simulations.
  Six Stages on the Adoption of Online PBL
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.
III. Curriculum Integration and Performance Standards
 "Hows and Whys" of PrBL Integration into the Curriculum
o PrBL integrates by centering learning around complex, authentic projects.
o Students investigate, research, collaborate, and create solutions using skills from
various subjects within a structured framework.
o PrBL becomes the central teaching approach, shifting focus to student-driven
inquiry and connecting curriculum standards to real-world applications.
 Examples of Performance Standards Suitable for PrBL (MATATAG-Science-CG-Grade-7;
Learning Competencies)
o Science of Materials: "Design and conduct an investigation to test the properties of
different materials for their suitability for a specific purpose."
o Force, Motion, and Energy: "Analyze a real-world problem involving forces acting
on an object and propose solutions to improve its motion."
o Life Science: "Investigate the impact of environmental changes on living organisms
and propose a plan for preserving local biodiversity."
o Earth and Space Science: "Evaluate the effects of human activity on ecosystems
and develop strategies for sustainable development."
IV. Challenges and Considerations for PBL Implementation in the Philippines (MATATAG
Curriculum)
 Teacher Training: Lack of PBL facilitation skills among teachers.
o Example: A biology teacher accustomed to demonstrating dissections struggles to
guide students in formulating their own hypotheses about the impact of pollutants on
organ systems and designing experiments to test them ethically. Instead, the
teacher might provide a pre-determined lab procedure.
 Problem Design: Difficulty creating relevant and effective PBL problems.
o Example: A physics teacher designs a problem about calculating projectile motion,
but students fail to see its connection to real-world applications such as sports or
engineering, resulting in a lack of engagement. A more relevant problem might
involve designing a water rocket to reach a specific target.
 Student Skills: Students' lack of self-direction and collaboration skills.
o Example: When presented with a problem about designing a sustainable farm,
students struggle to divide tasks effectively (e.g., researching soil types, irrigation
methods, pest control), manage their time, or respectfully disagree on which crops
to prioritize, causing project delays and conflicts.
 Assessment: The need for alternative assessment methods for PBL.
o Example: A chemistry teacher relies solely on a multiple-choice test to assess
students' understanding of a problem involving water contamination, failing to
capture their ability to analyze water samples, propose solutions for remediation, or
communicate their findings effectively. A better assessment would include a lab
report, a presentation on their proposed solution, and a rubric assessing their
teamwork.

PROJECT-BASED LEARNING (PrBL)

I. Nature
 Salient Features
o 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.
o It is a student-centered approach as it takes into the account of the realm of
experiences and interests of students.
o This method is based on John Dewey’s principle of learning by doing, and Lev
Vygotsky’s constructivist theory of learning
o It is a collaborative learning activity where learners work on an authentic task guided
by an open-ended question
 Skills developed through Project-Based Learning (PrBL)
o 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.
o 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.
o 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.
 Application of PrBL to Learning Competencies and Outcomes
o Develops 21st century skills by investigating creating solutions and fostering
interaction.
o Deepens understanding by applying what they learn in practical, real-world contexts,
leading to better retention and engagement
o Encourages students to think creatively while designing unique solutions or
products.
 Examples
o Building a Model of a Sustainable City
o Design and Market a New Product
o Create a Documentary Film on an Environmental Issue like Climate Change

II. Technology Integration in PrBL

 Research: Utilize online databases to gather information and evaluate sources; for instance,
students can use Google Scholar to research climate change. Tools: Google Scholar,
PubMed.
 Data Analysis: Use sensors and software to collect and analyze data; for example, students
can measure water quality with Vernier LabQuest. Tools: Vernier LabQuest, Google Sheets.
 Collaboration: Employ online platforms to facilitate teamwork and communication, like using
Google Docs for a robotics project. Tools: Google Workspace, Microsoft Teams.
 Modeling: Simulate complex systems using software, such as using PhET to model physics
concepts. Tools: PhET, NetLogo.
 Presentation: Showcase project findings using multimedia tools; students can create
infographics with Canva. Tools: Google Slides, Canva, iMovie.
 VR/AR: Explore concepts in immersive environments; students can use Google Expeditions
for virtual field trips. Tools: Google Expeditions, Merge Cube.

III. Curriculum Integration and Performance Standards

 "Hows and Whys" of PrBL Integration into the Curriculum
 o Project-based learning (PBL) is integrated into a curriculum by designing learning
units around complex, real-world problems or questions that require students to
apply knowledge from multiple subject areas, conduct research, collaborate, and
create a tangible product to demonstrate their understanding.
o It essentially weaves subject matter into a project that encourages deep learning
and critical thinking skills across disciplines.
 Examples of Performance Standards Suitable for PrBL (MATATAG-Science-CG-Grade-7;
Learning Competencies)
o Science of Materials: "Create a prototype using different materials to solve a
specific problem, documenting the decision-making process and testing results."
o Force, Motion, and Energy: "Design a model roller coaster that demonstrates
principles of energy and motion, including a presentation explaining the concepts
involved."
o Life Science: "Develop a comprehensive project that investigates a local
ecosystem, including its food web, and present findings through visual aids."
o Earth and Space Science: "Construct a scaled model of the solar system,
including orbits, and create a digital presentation explaining the characteristics of
each planet."

IV. Challenges and Considerations for PrBL Implementation in the Philippines (MATATAG
Curriculum)
 Teacher Training: Lack of PBL design and facilitation expertise among teachers.
o Example: A science teacher struggles to design a project where students investigate
local water sources, unsure how to guide them in formulating testable hypotheses,
designing appropriate data collection methods, or interpreting results without
providing a pre-set lab manual.
 Resource Constraints: Limited access to technology, materials, and funding for projects.
o Example: Students want to build a model of the solar system to understand
planetary orbits, but the school lacks the necessary materials like motors, sensors,
and 3D printing capabilities to create a dynamic, interactive model. They are limited
to static, less engaging representations.
 Curriculum Alignment: Difficulty ensuring projects align with specific learning competencies.
o Example: Students successfully build a working model of a wind turbine, but the
teacher struggles to connect the project to specific learning objectives related to
energy transformation, efficiency, and renewable resources from the curriculum,
making it difficult to meaningfully assess learning beyond the construction process.
 Student Readiness: Students' lack of self-direction and project management skills.
o Example: Students tasked with designing and conducting an experiment to test the
effects of different fertilizers on plant growth struggle to adhere to deadlines for data
collection, properly control variables, and effectively document their procedures,
leading to unreliable results and difficulty drawing valid conclusions.

Prepared by:
Samson, Princess Stephanie P.
Serrano, July An C.
Simbajon, Eucharistine B.
Solmia, Nelsyn R.