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Problem-Based Learning
"...I discovered ... what a powerful tool PBL could be for teachers and students. One connection that was reinforced through the PBL design is that it is not important what the solution is in the LED, but how students can defend their solutions. Students master content through the process, can have the opportunities to extend their investigations, and in so doing, become more self-directed learners, which should be a goal for us as teachers.But as students assume more control of their learning, we should provide the guidance toward information literacy – accessing and using information ethically and legally. I believe that information is only as good as the person’s ability to use it in a thoughtful and productive way." (http://www.imsa.edu/programs/pbln/symposium03/annlambros.jpg&imgrefurl=http://www.imsa.edu/programs/pbln/symposium03/authors.php&h=475&w=319&sz=46&hl=en&start=12&um=1&tbnid=kP5_A3OKfyviXM:&tbnh=129&tbnw=87&prev=/images%3Fq%3Dproblem%2Bbased%2Blearning%2B%26um%3D1%26hl%3Den%26client%3Dfirefox-a%26channel%3Ds%26rls%3Dorg.mozilla:en-US:official%26hs%3D7zS%26sa%3DG">Ortmann, Jeffery D., Valley View School Disctrict, Romeoville, Illinois)
Problem-Based Learning Defined
Problem-based learning (PBL) is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. It was pioneered and used extensively at McMaster University, Hamilton, Ontario, Canada. Characteristics of PBL are:
- Learning is driven by challenging, open-ended problems.
- Students work in small collaborative groups.
- Teachers take on the role as "facilitators" of learning.
Accordingly, students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor. Advocates of PBL claim it can be used to enhance content knowledge and foster the development of communication, problem-solving, and self-directed learning skill. (Wikipedia - Problem-Based Learning)
Other Aspects of Problem-Based Learning
Not only in a group setting, but also on an individual basis, students are expected to problem-solve, pursue meaning, understand and become independent learners. Students must go to the root of the problem or find the conditions needed to make a good solution. The Problem-Based Learning student is an investigator. He or she keeps learning active in their lives in both school and outside life. The students connect what they learn in the classroom to real life.
The teachers are also actively involved. According to ASCD, "Teachers are problem-solving colleagues who model interest and enthusiasm for learning and are also cognitive coaches who nurture an environment that supports open inquiry." (ASCD Problem-Based Learning Defined)
PBL - Student/Education
Problem-Based Learning is the simple but revolutionary idea that problems should come before answers. Instead of instructors giving answers and then testing to see if students have memorized them they present problems to tackle before teaching begins. Beginning with a problem puts students in the driver's seat. They can use and explore what they already know, their hunches, and their wildest ideas to try for a solution. In the process they can develop an inventory of what they know and what they need to know. Once students get a sense of what they need to know they can set off to question instructors or classmates, plunder the library, surf the net, or seek out experts to satisfy their curiosity.
In PBL, the student isn’t expected to simply memorize knowledge. They are expected to apply knowledge to real situations. This shows that they have an understanding of what is being taught, instead of just the ability to restate facts. So before students learn new information, instructors present them with a problem. They select and pose the problem so students will discover that they need to learn new knowledge and skills. Often this involves failures as students discover that what they already know won’t work. It involves a lot of talking – stating ideas, defending propositions, and criticizing. Students have to unlearn to acquire new knowledge so they can solve the problem. (Penn State - PBL)
PBL Online - Benefits for Teachers and Students
PBL for Learning Online Model
PBL - Real World
In PBL, learning is based on the messy, complex problems encountered in the real world as a stimulus for learning and for integrating and organizing learned information in ways that will ensure its recall and applicatoin to future problems. The problems in PBL are also designed to challenge learners to develop effective problem-solving and critical thinking skills. (Wake Forest - PBL in the Real World)
PBL Examples
PBL Procedure (can be applied to any subject matter)
Students work in groups (of about four members) to address a particular problem. Within these groups, they propose hypotheses and choose one for further inquiry. They then perform research directed by the hypothesis until they reach a reasonable solution in the time allotted by the teacher. StudentHandout 1 summarizes the steps in the procedure. Handout 2 lists the rules that students should follow through the PBL process.
| Step 1: Define the problem.
The teacher confronts the students with a plausible hypothetical problem. The teacher should do prior research to verify that material is available and suitable for students to research the problem.
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| Step2: Propose hypotheses.
Hypotheses are hunches or educated guesses about possible solutions. In problem-based learning, students form hypotheses based on group discussion, previous knowledge, and any information acquired up to that point. Through the course of the problem-based exercise, hypotheses will be continually evaluated and may be rejected, corroborated, synthesized, or modified. New ones may also be proposed as incoming data is evaluated. Use Handout 3 to organize discussions on hypothetical solutions.
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| Step 3: Gather and evaluate information.
With their hypotheses providing direction, students may explore print, Internet, and multimedia sources to acquire data. Handout 4 can be used to organize the information that students gather. An important aspect of gathering information is evaluation. Is the material relevant? Is it current? Are the sources unbiased and is the information they provide accurate?
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| Step 4: Synthesis and solutions.
Students develop their solutions. Discussion of the various solutions may follow, and synthesis and consensus may be used to come up with a solution that effectively incorporates important points from more than one point of view. Students may use Handout 5 to help facilitate this process. The groups can then present their solutions, using the criteria listed in Handout 6 and Handout 7 to guide their work. They may include video and multimedia, graphic displays, photographs, artwork, performance, as well as written and oral components. Students may then be invited to write papers on their own positions, and how they may have changed from when the problem was first proposed.
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Over the past 30 years there has been an increasing interest in curriculum innovation in medical schools in North America, the United Kingdom, Netherlands, and Australia. Since the introduction of problem-based learning at McMaster University in Canada in 1969, several medical schools throughout the world have adopted problem-based learning as the educational and philosophical basis of their curricula. Several studies have shown that problem-based learning is an important educational strategy for integrating the curriculum, motivating the students and helping them to identify their learning issues and set their own learning goals. However, there is a great deal of concern regarding what problem-based learning means and the advantages of problem-based learning over traditional curriculum have not been clearly addressed. In this review, a broad range of the definitions of problem-based learning have been addressed and the rationale for problem-based learning and its educational objectives are discussed.
PMID: 11331485 PubMed - indexed for MEDLINE
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Case Studies # 1 FEMA:
In the working world, where regurgitation of information back to the instructors or able to perform well in the written test alone are not practical or usable, PBL technique
is often used in simulation exercise such as virtual simulation or even
in 3D games. FEMA has introduced the National Incident Managemetn System.
incident Commmadd system ( NIMS-ICS), a national wide doctrine
for emergency management , which includes common terms and concepts
for all level of emergency responders. NIM-ICS is pushing toward developing
new learning and assessment technologies, and incorporating them
into the training mix. Online assessmment database, modeling and simulations
tehnologies, and computer games are rapdily becoming more sophisticated
and customizable, offering a cost-effective way to train emergency
personnel, to gauge the their competencies, and to deploy responders
with appropriate skills to the incident site swiftly and effectively.
Case Study # 2: Chicago Dept of Public Health
"With a simulation , it's possible to get 100% of the responders to go through the training. They
also can try out all the the different roles, and try to solves the problem
by applying their knowledge..." C.Monahan, Director of the Center for
the Advancement of Distance Educaiton at the Universityu of Illinois's
Chicago School of Public Health.
With funding from The Chicago
Dept of Public Health, the Center for the Advancement of Distance Education
has developed 'Zero Hour', a computer-based video game simulation that
trains public health officials and other emergency responders in how
to effectively run a mass drug dispensing cnter following an
anthrax attack. The game, which ws piloted in Minnesota and Indiana and
will soon be rolled outin Missouri, Iowa, Illinois, and New York,
tracks how public health workers respond to various situations
in triage and medical mexamination., how quicklyu patients are being
evaluated and treated, adn whether the users is effectively handling
supplies and is following department communication protocols. Until now,
'Zero Hour' has been designed for various local and state public health
agencies, but CADE plans to make the game available to the general
public this fall. ( Jarventaus 2007.)
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Problem-Based Learning Models
Problem-Based Learning Odyssey
Problem-Based Learning Cyclical Model
Nature Reviews - PBL Model
Important References
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- Spence, Dr. Larry (2006). Problem Based Learning. Retrieved May 5, 2008, from Penn State Web site: http://pbl.ist.psu.edu/pbl/
- (2008). Problem-Based Learning. Retrieved May 5, 2008, from Wikipedia Web site: http://en.wikipedia.org/wiki/Problem-based_learning
- __PBL Online image__:
- __PBL Model images__:
- Barrows, Dr. H (2007). Problem-Based Learning. Retrieved May 5, 2008, from Wake Forest University Web site: http://www1.wfubmc.edu/PAprogram/curriculum/
- Overview of Problem-Based Learning . Retrieved May 5, 2008, from PBS Nature Web site: http://www.pbs.org/wnet/nature/teach.html
- Jarventaus,J(2007), "Virtual Threat, Real Sweat," T+D Magazine, May 07,pp72-75.
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External Links
Problem Based Learning from ASCD
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