Problem-based learning

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Problem-based learning (PBL) is a pedagogical strategy of "active learning" often used in higher education, but it can be adapted for use in K-12 education. It was pioneered and used extensively at McMaster University, Hamilton, Ontario, Canada.

The defining 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.

Contents

[edit] The PBL process

PBL is typically done in small discussion groups of students accompanied by a faculty tutor or facilitator. A realistic problem is presented that often has incomplete information. In some implementations of PBL, students must engage in inquiry to get information about the problem; in others, the information is presented sequentially. The students discuss the problems, define what they know, generate hypotheses, derive learning goals and organize further work (such as literature and database research). Results are presented and discussed in the following session. The students then apply the results of their self-directed learning to solve the problem. A PBL cycle concludes with reflections on learning, problem solving, and collaboration. A structured whiteboard is used to help the learners keep track of their problem solving and learning.

Although some predefined aspects of the problem are usually expected to be investigated, not all learning goals are strictly defined in advance. Problems should be ill-structured and should ideally be open to differing approaches and offer thematic sidelines.

The teacher's role, as facilitator, is to guide the learning process rather than provide knowledge (Hmelo-Silver & Barrows, 2006). They facilitate the learning process by asking open-ended questions, largely metacognitive. Feedback and reflection on the learning process and group dynamics are essential components of PBL.

[edit] Background

The acquisition and structuring of knowledge in PBL is thought to work through the following cognitive effects (Schmidt, 1993):

  • initial analysis of the problem and activation of prior knowledge through small-group discussion
  • elaboration on prior knowledge and active processing of new information
  • restructuring of knowledge, construction of a semantic network
  • social knowledge construction
  • learning in context
  • stimulation of curiosity related to presentation of a relevant problem

Sociocultural theories suggest that learning occurs as students collaboratively engage with concepts in meaningful problem solving.

[edit] Problem Solving and Cognitive Load

Empirical studies have shown that active problem solving early in the learning process is a less effective instructional strategy than studying worked examples (Sweller and Cooper, 1985; Cooper and Sweller, 1987). Certainly active problem solving is useful as learners become more competent, and better able to deal with working memory limitations. But early in the learning process, learners may find it difficult to process a large amount of information in a short amount of time. The rigors of active problem solving can become an issue for novices.

Sweller (1988) proposed cognitive load theory to explain how novices react to problem solving during the early stages of learning. Sweller suggests a gradual introduction of problems solving. He proposes other forms of learning early in the learning process (worked example, goal free problems, etc.); to later be replaced by completions problems, with the eventual goal of solving problems on their own (Sweller, Van Merrienboer, & Paas, 1998).

Many forms of scaffolding have been implemented in PBL to reduce the cognitive load and support the learner in both problem solving and learning. For example the PBL whiteboard helps remind students of the problem solving process and provides a cultural tool that helps students externalize their memory. The facilitator helps scaffold problem solving by modeling and coaching as well as eliciting students articulation and reflection (Hmelo-Silver, 2004).

[edit] Inquiry-based learning

Problem-based learning is often referred to as a form of Inquiry-based learning (IBL), which describes an environment in which learning is driven by a process of enquiry owned by the student.

[edit] References

  • Armstrong E: A hybrid model of problem-based learning. In: Boud D and Feletti G (editors): The challenge of problem-based learning, 137-149. London, Kogan Page, 1991
  • Barr RD and Tagg J: From teaching to learning - a new paradigm for undergraduate education. Change, Nov/Dec.1995:13-25 (also available online at http://critical.tamucc.edu/~blalock/readings/tch2learn.htm )
  • Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235-266.
  • Hmelo-Silver, C. E. & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1. 21-39.
  • Schmidt HG: Foundations of problem-based learning: some explanatory notes. Medical Education 27:422-432, 1993
  • Sweller, J. (1988). "Cognitive load during problem solving: Effects on learning". Cognitive Science 12 (1): 257-285. 
  • Sweller, J., & Cooper, G. A. (1985). "The use of worked examples as a substitute for problem solving in learning algebra". Cognition and Instruction 2 (1): 59-89. 
  • Cooper, G., & Sweller, J. (1987). "Effects of schema acquisition and rule automation on mathematical problem-solving transfer". Journal of Educational Psychology 79 (4): 347-362. 
  • Sweller, J., Van Merrienboer, J., & Paas, F. (1998). "Cognitive architecture and instructional design". Educational Psychology Review 10: 251-296. 

[edit] External links

[edit] See also

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