problem based learning: what it is and how to use it

Brian Pagán i190330March 24, 2005 Elective 3.4 Learning

Problem Based Learning: What It Is and How to Use It

Brian Pagán i190330Margje v/d Wiel

Faculty of Psychology,Universiteit Maastricht


Overview

1. Short intro to PBL

2. Constructivist learning theory

3. Traditional design vs. PBL

4. More PBL

5. Conclusion

6. References

7. (Self-assessment report)


1. PBL: Short Intro

• Solving problems together

• Education system

• Uses Constructivist principles– Student-centered– Active participation– Prior knowledge

• Student collaboration


2. Constructivist Learning Theory

• People learn by:– “Constructing” upon previous knowledge– Giving meaning to new ideas– Active coding and decoding– Building schemas

• Different between learners


2. Constructivist Learning Theory

• Main aspects of learning process:– Students’ learning predisposition– Structuring knowledge for the learner– Effective sequencing of material presentation– Type and application of rewards/punishments

• Critical factors:– Self discovery– Active dialog


3. Traditional design vs. PBL

• Three main (general) issues:a. Teaching, learning, and assessment

methods

b. Learning environment

c. Integrating students’ prior knowledge


3.a. Teaching, learning, and assessment methods

Traditional• Goal: knowledge

transfer• Information

reproduction• Content-first

approach• Lectures or classroom

teaching

PBL• Goal: stimulate active

learning• Information

comprehension• Student-first approach• Tutorial groups


3.b. Learning environment

Traditional• Instructor-centered• Formal• One-way information

flow

PBL• Student-centered• Informal• Multi-directional

information flow


3.c. Integrating students’ prior knowledge

Traditional• System of

prerequisites

PBL• System of

prerequisites• Prior knowledge takes

center stage


4. More PBL

• The seven-step approach

• Theoretical justification of each step

• Student and instructor roles


4. More PBL- 7 Step ApproachTutorial Group

1. Clarify concepts2. Define the problem3. Analyze the problem4. Classify the problem5. Formulate learning objectives6. Self study7. Reporting

Evaluation


5. Conclusion

• Constructivist learning paradigm• Traditional education systems don’t do it• PBL is:

– Student-centered– Emphasizes prior knowledge– Uses the seven step process– Constantly improves through evaluation– Puts the power of learning in learners’ hands

• PBL does it!


6. References• Aulls, M. W. (2002). The Contributions of Co-Occurring Forms of Classroom Discourse and Academic Activities to Curriculum Events and

Instruction. Journal of Educational Psychology, 94(3), 520–538.• Bines, H. (1992a). Course Delivery and Assessment. In Developing Professional Education (pp. 57-92). Oxford: SRHE and Open

University Press.• Bines, H. (1992b). Issues in Course Design. In Developing Professional Education (pp. 11-56). Oxford: SRHE and Open University Press.• Boekaerts, M. (1996). Self-regulated Learning at the Junction of Cognition and Motivation. European Psychologist, 1(2), 100-112.• Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and

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