Session 4Problem-Based Learning:

An OverviewWhat is PBL?

Why PBL?How to do PBL?

BEd (Secondary)ES001: EDUCATIONAL PSYCHOLOGY:

LEARNERS AND LEARNING

What is Problem-Based Learning (PBL)?

“An education process that requires the learner to go through the same activities during learning that are valued in the real world… The intent is to challenge the learner with problems found in practice both as a stimulus for learning and as a focus for organizing what has been learned for later recall and application to future work.”

(Professor Howard Barrows as quoted in Boud & Feletti, 2001)

04/10/23 2

What is Problem-Based Learning (PBL)?

The essence of problem-based instruction involves the presentation of authentic and meaningful situations that

serve as starting points for student investigation and inquiry.

04/10/23 3

04/10/23 4

Theoretical Bases of PBL

04/10/23 5

Characteristics of PBL

• The problem is the starting point of learning• Subject matter is organized around the problems rather than

the discipline• Forces the students to work and learn the basic principles of

the subject in the context of solving a problem• Real world problem – appeared unstructured• Problems call for several sources of knowledge• Self-directed learning is primary• Students assume major responsibility for

information/knowledge acquisition.

Characteristics of PBL

• Learning is collaborative, communicative and co-operative• Peer learning, peer teaching & group presentation are

essential• Role of teacher: facilitates & coaches through questioning and

cognitive coaching.• Development of inquiry & problem solving skills is as

important as content knowledge acquisition• Production of artifacts + exhibits• The learning environment of PBL is characterised by

openness, active student involvement, + an atmosphere of intellectual freedom

04/10/23 6

JUST-IN-CASEJUST-IN-CASE

VSVS

JUST-IN-TIME JUST-IN-TIME

LEARNINGLEARNING

JUST-IN-CASEJUST-IN-CASE

VSVS

JUST-IN-TIME JUST-IN-TIME

LEARNINGLEARNING

04/10/23 7©2003 Tan, Oon Seng

04/10/23 8

A Model of Curriculum Shift

Conventional Approach PBL Approach

Content

Teacher StudentsProblem

Solvers

©2000 Tan, Oon Seng

04/10/23 9

PBL At-A-Glance

An educational methodology that involves:

Real world challenges Higher order thinking skills Interdisciplinary learning Independent learning Information mining skills Teamwork Communication skills

Why PBL? Some Learner Outcomes

PBL was not designed to help teachers convey huge quantities of information to students.

Inquiry, Critical Thinking + Problem-Solving Skills Integration of curricula knowledge into the solution of authentic problems

Teamwork, Presentation, Communication Skills

Skills for Independent Learning, Intrinsic Motivation

04/10/23 11

PBL Learner Outcomes

• Increased knowledge retention• Integrated and relevant knowledge• Enhancement of intrinsic interest• Reasoning skills• SDL skills• Collaborative learning• Becoming motivated and lifelong

learners

PBL Objectives

For learners to go through the same activities during learning that are valued in the real world

The PBL Process

Self-Directed Learning

Self-Directed Learning

Self-Directed Learning

Self-Directed Learning

Tan, O.S. (2003)

04/10/23 14

The Problem-Solving Cycle: An Example

1. Define the main problem2. Identify subsidiary issues and research questions3. Generate possible explanations, hypotheses4. Make links to relevant theories and research5. Generate alternative solutions6. Choose appropriate solutions7. Test out the chosen solutions8. Evaluate results/outcomes

DYNAMIC AND ITERATIVE

Meeting the Problem

Problem scenario acts as a stimulus to scaffold and extend a realistic context students may encounter in the future• Developing collegiality• Individual reading, reflection and inquiry• Commitment to team roles and the group• Brainstorming and articulation of probable issues• Reaching consensus on the problem statement• Commitment to deliberate on the problem scenario and

problem analysis

04/10/23 15

Problem Analysis and Learning Issues Students’ prior knowledge is activated

Ideas are generated that call for further learning

Students are required to work independently on their own, searching for information through various resources (e.g., books, journals, Internet resources)

• Brainstorming & analysis of problem (e.g., generation of possible explanations and hypotheses)

• Identification of learning issues and formulation of learning objectives

• Assignment of self-directed learning and peer teaching tasks PBL facilitator prompts to ensure key areas are not overlooked

04/10/23 16

04/10/23 17

Discovery and Reporting

Students report their discovery of learning to their own groups

• Peer teaching• Students gather to share the new information they have

individually discovered• Group collaboration and communication skills through

questioning and seeking of further information from each other

Solution Presentation and Reflection

• Present solution to problem scenario• Reflect on and evaluate their knowledge, understanding and

approach• Contextualize and apply knowledge to the situation• Demonstrate their new knowledge• Sometimes, more questions may be asked

04/10/23 18

Overview, Integration and Evaluation

• Closure to the problem based learning• PBL facilitator summarizes and integrates what has been

learned and highlights gaps in knowledge• Students critique their learning resources (e.g., value,

reliability and usefulness for future learning)• Reflect on the new knowledge they have learned as a result

of the problem• Members of groups also evaluate their performance as

learners in terms of being problem-solvers, self-directed learners, and as members of the team

04/10/23 19