Problem Based

UNDERSTANDING
PROBLEM-BASED LEARNING
(PBL) IN TEACHING SCIENCE
DEPARTMENT OF EDUCATION
KWL Chart
Problem-Based Learning
What you KNOW What you WANT TO What you LEARNED

KNOW
(Blue (Green (Orange

Metacard) Metacard) Metacard)
OBJECTIVES:
1. Describe Problem-Based Learning as an approach in

teaching contents in Science
2. Differentiate PBL from other teaching methods or

approaches as to roles of the teacher and learners
3. Identify the processes that are involved in executing a

PBL lesson
4. Cite the advantages and disadvantages of utilizing PBL

in a lesson
ACTIVITY:
Mind Mapping
Guiding Questions:
What is PBL?
Mechanics:
1. Read the articles given to your group

2. As you read, look for examples, definitions and other
concepts of PBL and discuss them within your group
3. Complete the graphic organizer using the information in
the article in order to have a clear concept on what PBL is
all about.
4. Share your output to the larger group
ANALYSIS
SESSION BREAK Call a Friend!
1. If you woke up tomorrow as an animal, what

animal would you choose to be and why?
2. You have a NaCl solution, how will you separate

its components?
SESSION BREAK Call a Friend!
3. If you could sit on a bench in a beautiful woods, who
would you like sitting next to you on the bench and why?
4. How would you explain how Law of Interaction

applies to a specific situation?
K to 12 Curriculum vs. Traditional Curriculum
The Science K to 12 The Traditional
Curriculum Curriculum
Student-centered Teacher-centered
Integrated Discipline-Based
Inquiry-based Book-based
Community/culture Limited to a specific
-based set up
Problem-based Information
gathering
What is Problem-Based Learning?
An instructional method which

focuses on the investigation and
resolution of messy, real world
problems as a context for students to
learn critical thinking and problem
solving skills. Saga Briggs, informED (2015)
What is Problem-Based Learning?
A systematic teaching method that engages

students in learning essential knowledge and
life-enhancing skills through an extended,
student-influenced inquiry process structured
around complex, authentic questions and
carefully designed products and tasks.
--Project Based Learning Online Buck Institute
Objective of PBL
Knowledge
Theoretical
Clinical
Skills
Scientific reasoning
Critical appraisal,
Information literacy
Self directed, lifelong learning.
Attitudes
value of teamwork
interpersonal skills
the importance of psycho-social issues.
Traditional vs PBL
Teacher Based
Students are viewed as learners. Knowledge is transmitted
from teacher to student. Students passively receive
information.
Problem-Based
Teacher and students learn together. Students construct
knowledge through gathering and synthesizing information
and integrating it with the general skills of inquiry,
communication, critical thinking, and problem solving.
Students are actively involved.
Traditional vs PBL
Teacher Based
Emphasis is on acquisition of knowledge. Focus is on a
single discipline. Work is competitive and individually
completed.
Problem-Based
Emphasis is on using and communicating knowledge

effectively to address important, current issues and problems
in real-life contexts. Work is interdisciplinary, cooperative,
collaborative, and supportive.
Traditional vs PBL
Teacher Based
Assessment is used to monitor learning. Emphasis is on
right answers. Desired learning is assessed indirectly
through the use of objectively scored tests.
Problem-Based
Assessment is used to promote and diagnose learning.
Desired learning is assessed directly through projects,
performances, portfolios, papers, and so on.
The Teachers Roles
Serves as facilitator
Models thinking and problem-solving strategies effectively
Structures meaningful tasks
Works with students to frame worthwhile questions
Manages the structure of multiple day-to-day activities to produce high quality
outcomes
Teaches students to set goals
The Learners Roles
Set goals
Explore and ask questions
Work well with peers
Stay accountable to self, peers, and
teacher for project outcomes
Process of Setting-up PBL in lesson
Assessment
Debfriefing the problem
Set up the structure
Present the problem
Develop a problem DEPARTMENT OF EDUCATION

Debriefing the problem
Even after final product is complete, more

opportunities for learning exist. Consider the
following questions as a way of providing
closure:
Were the strategies you used to solve the problem
effective? What would you do differently?
What is the foundational or big issue at stake?
What did you learn academically?
What can you do now that you didnt think you
could do before?
Advantages of PBL
Teaching-learning is more enjoyable

for both teachers and learners
Learning environment is more
stimulating
Self directed learning skills are
enhanced and retained
Advantages of PBL
Promotes deeper rather than

superficial learning
Promotes interaction between the
teacher and learners and learners
among themselves
Improves motivation to learn
Disadvantages of PBL
Demands time
Sometimes stressful for learners and
teachers
Learners acquire less knowledge of
basic Sciences
Maybe difficult to implement when
class sizes are large
SESSION BREAK Double This! Double That
Double, Double This This

Double, Double That That
Double This
Double That
Double Double, This That
MODELLING of a
Lesson using Problem-
Based Learning
APPLICATION: KWL Chart
Problem-Based Learning
What you KNOW What you WANT TO What you LEARNED

KNOW
(Orange
Metacard)
Come to think of this
A father left 17 camels, as the inheritance to his three sons. When the
father passed away, his sons opened up the Will. The Will stated that the
eldest should get half of the 17 camels while the middle son should get
one-third of the 17 and the youngest son should get one-ninth of the 17
camels. As it is not possible to divide 17 into half or 17 by 3 or 17 by 9,
the three sons started to quarrel with each other.
A father left 17 camels, as the inheritance to his
three sons. When the father passed away, his sons
opened up the Will.
The Will stated that the eldest should get half of the
17 camels while the middle son should get one-third
of the 17 and the youngest son should get one-ninth
of the 17 camels.
As it is not possible to divide 17 into half or 17 by 3
or 17 by 9, the three sons started to quarrel with
each other.
So, the three sons decided to go to a wise woman.
The wise woman listened patiently about the Will.
The wise woman, after giving some thought, brought
one camel of her own and added the same to the 17
camels. That increased the total to 18 camels.
Now, she started reading the deceased fathers will.
Half of 18 = 9. So she gave the eldest son 9 camels
1/3rd of 18 = 6. So she gave the middle son 6 camels
1/9th of 18 = 2. So she gave the youngest son 2
camels
Now add this up: 9 plus 6 plus 2 is 17, and this left
one camel, which the wise woman took away.
Lesson : The attitude of negotiation and
problem solving is to find a possible solution
and being open to ideas, here the 18th camel is
the idea! But we need to believe first that
there are solutions to every problem.
LOUIE L. ALVAREZ
Head Teacher III
Batangas Province

Problem Based

Uploaded by

Copyright:

Available Formats

Problem Based

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Problem Based

Uploaded by

Copyright:

Available Formats

UNDERSTANDING

What you KNOW What you WANT TO What you LEARNED

(Blue (Green (Orange

1. Describe Problem-Based Learning as an approach in

2. Differentiate PBL from other teaching methods or

3. Identify the processes that are involved in executing a

4. Cite the advantages and disadvantages of utilizing PBL

1. Read the articles given to your group

1. If you woke up tomorrow as an animal, what

2. You have a NaCl solution, how will you separate

4. How would you explain how Law of Interaction

An instructional method which

A systematic teaching method that engages

Emphasis is on using and communicating knowledge

Debfriefing the problem

Set up the structure

Present the problem

Develop a problem DEPARTMENT OF EDUCATION

Even after final product is complete, more

Teaching-learning is more enjoyable

Promotes deeper rather than

Double, Double This This

What you KNOW What you WANT TO What you LEARNED

You might also like