Problem-Based Learning by Aristeo Rodriguez

Characteristics of Problem-Based Learning 

The primary feature of Problem-based Learning (PBL) is that it is student-centered. In PBL, students working in collaborative groups learn by resolving realistic problems under the guidance of the teacher (Allen, Donham, & Bernhardt, 2011).  The traditional way of teaching usually involves the teacher lecturing or transmitting information while the students take notes and hopefully memorize the information so they can do well on tests.  This means that the teacher is the authority figure who controls all aspects of learning.  In contrast, problem-based learning engages the students in a problem-solving activity that requires them to solve a real-world problem.  The teacher in this case serves more as a tutor or facilitator.  This means that the students are held responsible for their own learning.  One major goal of PBL is for students to learn the content as they try to address the problem.  PBL can be applied in elementary schools and beyond.

Schmidt, Rotgans & Yew (2011) note the PBL process in the following steps: 

1.  Students are presented with a problem in order to activate prior knowledge.
2. Students collaborate in small groups to construct a theory or model to explain the problem.
3. After the initial teamwork, students work independently in self-directed research.
4. Students then re-group to discuss their findings and refine their initial explanations based on what was learned.

Origins of PBL

According to Barrows, Tamblyn, and Boud, PBL was created by medical educators in the 1950s and 1960s to address the exponential expansion of medical knowledge while better aligning traditional classroom problem-solving approaches with those used in clinical practice (as cited in Allen, Donham, and Bernhardt, 2011). 

Family Tree: Constructivism

Harasim (2012) states, “Constructivist theory posits that people construct their own understanding and knowledge of the world through experiencing the world, and reflecting on those experiences” (p. 60).  The constructivist perspective sees knowledge as being constructed by the individual through his/her interactions with the community and the environment.  As a result, knowledge is viewed as being dynamic and changing, constructed and negotiated with others, rather than something finite.

Constructivist pedagogy focuses on how meaning is constructed by the learner or group of learners.  There are a number of constructivist teaching approaches based on the following four principles:

•  Active learning
• Learning-by-doing
• Scaffolded learning
• Collaborative learning

In the 20^th century, the works of Jean Piaget and Lev Vygotsky led to the creation of two perspectives associated with constructivism: “cognitive constructivism” (Piaget) and “social constructivism” (Vygotsky). 

Applying Problem-Based Learning

The goal of PBL is for students to solve a real-world problem by actively constructing their own knowledge.  The following problem-based activity can be applied in 5^th grade:

Problem: No funding this year for field trips.

After the students have had multiple opportunities to practice persuasive writing and after having completed their Open Court reading unit based on the theme of “cooperation and competition,” the teacher separates the class into groups.  Each group is to create a written proposal which includes a poster on a fund raising idea (e.g. bake sale, neighborhood yard sale).  After all groups have formulated their proposals, the students will then vote on one proposal to possibly implement as a class.  

  

References

Allen, D., Donham, R., & Bernhardt, S. (2011). Problem-Based Learning. New Directions for Teaching and Learning,(128), 21-29. Retrieved from http://web.b.ebscohost.com.ezproxy.nu.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=7ebe8c87-f94a-4a6a-a4ab-f2efece15697%40sessionmgr110&hid=110

Schmidt, H., Rotgans, J., & Yew, E. (2011). The process of problem-based learning: what works and why. Medical Education,45(8), 792-806. Retrieved from http://web.a.ebscohost.com.ezproxy.nu.edu/ehost/pdfviewer/pdfviewer?sid=fee7c602-5ceb-4268-b1f9-d6f97d8c3a32%40sessionmgr4002&vid=1&hid=4214

Harasim, L. (2012). Learning Theory and Online Technologies. New York, NY: Routledge.

Jean Piaget. (n.d.). In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Jean_Piaget

Lev Vygotsky. (n.d.). In Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Lev_Vygotsky

[Four students solving puzzle image]. Retrieved from http://t2.gstatic.com/images?q=tbn:ANd9GcSERT9cYvg4OeJNEv4R-zT6HwZBdHnJgW9fZfw_nf0lHANYesD3yQ:static.flickr.com/2289/2137737248_e9f3e429d1.jpg

[Problem-based learning process image]. Retrieved from http://integratingtech301.pbworks.com/w/page/20021598/Problem%20Based%20Learning

[Group of seven students working image]. Retrieved from http://fearlesstech4teachers.blogspot.com/2012/12/problem-based-learning-should-not-be.html

KiCubed. (2012). Project/Problem-based learning in elementary school [Video file]. Retrieved from http://www.youtube.com/watch?v=PlDplQipLwc