Problem-based Learning Workshop: Introduction to PBL

September 2009

Richard Donham, Ph.D.Mathematics & Science Education Resource Center

Leader, ITUEUniversity of Delaware

Institute for Transforming Undergraduate Education

“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud, D. (1985) PBL in perspective. In “PBL in Education

for the Professions,” D. J. Boud (ed); p. 13.

What Is PBL?

What are the CommonFeatures of PBL?

• Learning is initiated by a problem.• Problems are based on complex, real-world

situations.• All information needed to solve problem is not

given initially.• Students identify, find, and use appropriate

resources.• Students work in permanent groups.• Learning is active, integrated, cumulative, and

connected.

Cholera and the Science of Medicine.

Learning Objectives for “Cholera”

• Discuss & write about evidence, inference, explanations, predictions, communication

• Work in a group on shared products

• Improve communication skills (public presentations, writing required).

• Full problem with teaching notes, learning objectives, etc available at: https://chico.nss.udel.edu/Pbl/index.jsp

Compare and Contrast PBL & Case Studies

Alike

Engage students with realistic problems or issues

Encourage communication and collaboration

Assessment is in context, ongoing, connects story/problem to learning objectives

Differ?

PBL problems are often more open-ended

PBL may require more student responsibility

PBL always uses groups

Progressive disclosure

•Connecting to state & national science standards•Block scheduling of classes and its challenges•A growing emphasis on teaching students critical thinking skills

Background Challenges

“Inquiry into authentic questions generated from student experiences is

the central strategy for teaching science.” NSES, p31, 1996.

“…careful inspection of methods which are permanently successful in formal education…will reveal that …They give pupils something to do,

not something to learn; and if the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results.”

John Dewey, Democracy and Education, 1916.

Characteristics Neededin College Graduates

Quality Assurance in Undergraduate Education (1994)Wingspread Conference, ECS, Boulder, CO.

ExcellentExcellentcommunication skillscommunication skills

Ability to define problems, Ability to define problems, gather and evaluate gather and evaluate

information, develop solutionsinformation, develop solutions

Address problems Address problems in a complex real-world settingin a complex real-world setting

Team skills – Team skills – ability to work with othersability to work with others

Skills Used Frequently by Physics Bachelorsin Selected Employment Sectors, 1994

Source: AIP Education and Employment Statistics Division

What are the Common Features?

Learning is initiated by a problem.

Problems are based on complex, real-world situations.

All information needed to solve problem is not given initially.

Students identify, find, and use appropriate resources.

Students work in permanent groups.

Learning is active, integrated, cumulative, and connected.

12

Subject-based Learning Degradative Cycle (Futile Cycle?)

Energy and Raw Materials

Teachers Teach

StudentsRemember

Students Pass Exam

Students Forget

hot air

midnight oil

waste cellulose

By E. J. Wood, Department of Biochemistry & Molecular Biology, University of Leeds, Leeds, UK

Overview

Problem, Project, or Assignment

Group Discussion

Research

Group Discussion

Preparation of Group “Product”

Whole Class Discussion

Mini-lecture(as needed)

Assessment(when desired)

The Problem-Based Learning CycleENTRY

Presentation of Problem

Pose questions, state learning issues (What dowe need to know?)

Organize ideas and prior knowledge(What do we know?)

Assign responsibility for questions; discuss resources

Research questions; summarize; analyze findings

Reconvene, report on research;

Integrate new Information;Refine questions

Resolution of Problem;(How did we do?)

Next stage of

the problem

A Typical Day…

“Hybrid” PBL

Non-exclusive use of problem-driven learning in a class

May include separate lecture segments or other active-learning components

Floating or peer facilitator models common

An entry point into PBLReaches students at many levels

Effectiveness of PBL: Research

Active and cooperative learning promote greater academic achievement, more favorable attitudes toward learning, increase persistence through SMET courses

What are the desired outcomes? To increase knowledge? To change attitudes, build collaborative or problem-solving skills?

Are the assessment instruments appropriate?

Issues with many studies: randomization; uncontrollable variables; variants in PBL, resources, motivation

Most research studies from medical education

General Trends from Research

Content knowledge comparable to that found in traditional courses

PBL leads to:

Improvement in student attitude and clinical performance

Deeper approach to learning

Better interpersonal skills and attitudes towards patients

%Gain vs %Pretest on Mechanics Diagnostic test or Force Concept Inventory. From Richard R. Hake (1998). Interactive engagement vs traditional methods:

A six thousand student survey of mechanics test data for intro. physics courses. Amer. J. Physics 66:64-74.

“….what (PBL instructors) would like are the assessment instruments that could document the improvement in students ability to learn on their own---their growth in intellectual maturity that translates into taking responsibility for learning throughout their lives.”

Eberlein et al., 2008, p. 270.

Essential Feature Supportive Aspects of PBL/CSLearner engages in scientifically oriented questions

Realistic, complex, messy problems; more than one solution, or more than one pathway to resolution

Learner gives priority to evidence

Students identify what they know, what they need to know, set priorities for learning, develop self-assessment skills

Learner formulates explanations from evidence

Student communicate & collaborate with team members

Learner connects explanations to scientific knowledge

Students do research (identify sources of information)

Learner communicates and justifies explanations

Products that require communication, written and oral.

Essential Features of Classroom Inquiry and Problem-Based/Case-Based Learning**Inquiry and the National Science Education Standards, National Research Council, p. 29,.

Reflections and Questions