Problem-Based Learning presented by
Travis Moran
Family Tree
Problem-Based
Learning is a pedagogy that conforms to the active learning principles of the
constructivist learning theory (Harasim, 71). Constructivism was developed in
the 1970s, in response to the social movements of the period, as educators and
researchers began to see that students were more individualistic that
previously thought, and their education needed to reflect their unique traits
and learning styles. Based on the ideas
of Jean Piaget, who focused on the development of the human brain from infancy
to adult, this school professes that learners need to active participants in
their education. It also demands that
learners, in the functions of their learning, internalize the content and
subject matter. Learners are to meld the
information that is being presented with their own personal experiences and
prior knowledge to better develop an all-encompassing understanding of the
material that they are learning (Harasim, 60). Finally, the constructivist
school branches away from focusing solely the individual learning capabilities
to also include a social aspect of learning theory to look at the impact
culture and interactions with other people have on how people learn. The school of social constructivism comes from
the ideas of Lev Semyonovich Vygotsky that state that our interactions with
other people directly influence our own growth intellectually (Harasim,
67). To achieve the aims of both
constructivism and social constructivism, the instructor takes a more secondary
position and has less authority over how the students gain, internalize, and
creatively present information, acting instead as a catalyst for students to
look to for support and scaffolding, rather than relying on them in all
educational aspects.
Principles of Problem-Based Learning
Problem-Based
Learning, as a learning model, was started in the 1960s and 1970s within the
medical education fields to help prepare candidates develop better skills for
the field (Ullah, 2016). It focuses on
developing knowledge through solving specific problems, most of which have
open-ended answers that can arrived at through research, experimentation and
gaining of feedback or evidence. This
learning model is attractive for learners in that it provides intrinsic motivation
to solve the problems put forth in front of them, in most cases requiring both
active participation and collaborative teamwork, and examination of evidence
from all sides, so that there may not be one correct answer, forcing the
learners to delve deeper into their content and research.
Role of the Learners in Problem-Based
Learning
The
most important characteristics that students participating in environments and
classrooms which use Problem-Based Learning are to be open-minded, inquisitive,
collaborative, and prepared to actively engage in discussions, experiments, and
data collection. Most of the scenarios
put forth using this model do not have a basic, easy-to-find answer that is
absolute, but rather encourage learning while doing and the possibility of
changing answers based on new evidence or discussion. Due to these parameters, students must not
only be questioning the process and results, but also of the findings of their
group members, if different from their own. In some subject areas, examples of
Problem-Based Learning can lend themselves to drawing on the students’ own
personal histories and experiences as a means of answering the questions posed
to them (Pappas, 2014). The engagement in discussion as a function of this
model underscores the need for all learners to be willing to collaborate with
other students toward a common solution using a variety of inputs, tests, and
results. This need for collaboration
also requires the necessary critical-thinking skills for all students to be
able to look at the problem from multiple viewpoints, and decipher which of
these will best be used to solve challenge put in front of them and explain the
results and their reasoning. This type of learning model can be especially
beneficial to students who like to talk, as they are encouraged to offer their
input, as well as students who are usually reticent to speak out in class, as
the nature of the assignment mandates collaboration with others.
Role of the Teachers in Problem-Based
Learning
The
role of the teachers when using Problem-Based Learning is very different from
normal classroom settings. Here the
students take more ownership of what they are learning, and to a degree,
control the pace and direction of much of their work. Since much of what students gain from this
learning model is connected to their personal experiences and history, the
teacher is not the sole instructor of the content, but rather serves to aid the
students in developing the steps necessary to answer the questions, help guide
them through the process of research, and actively encourage and motivate them
as they come to a solution (Pappas, 2014)
Example of Problem-Based Learning in
the Classroom
In
my history class, I use WebQuests in order to facilitate the Problem-Based
Learning model for the students. One of
my favorite examples of a WebQuest to use in the classroom centers on the
ratification of the United States Constitution.
Here, students are divided into groups to simulate the state conventions
used to ratify the Constitution in 1787.
They are to examine the sides taken during the Constitutional Convention
on issues such as government power, slavery, trade, currency, state
representation, roles of government officials, and the possible inclusion of a
Bill of Rights. Students need to use the
evidence from historical arguments contained in both primary and secondary
sources to develop their position on whether or not to ratify the
document. They must collaborate to work
to a common answer to the ratification question, and teamwork comes in handy
when discussing compromises to move the process forward to a definitive answer
for their “state.” The final part of
this WebQuest is a presentation to the class that defends the stance on whether
their particular “state” decided to opt for ratification. Other topics that I have used WebQuests
include the Trail of Tears, Declaration of Independence, American Revolution,
Civil War, and the formation of the Cabinet
Websites for Reference:
o This
website serves as a comprehensive look at the Problem-Based Learning model from
its inception to its uses in the classroom for instruction and assessment. Importantly, it provides a list and
description of how the process would work for teachers and students. Finally, it outlines ways in which this model
can be used for assessment.
o This
site is one that delivers the information concerning the usage of this learning
model in user-friendly terms, so it would most beneficial to students. They would be able to see why they were
engaging in the learning and what benefits come of it.
o Another
site that is user-friendly, the best aspect of this site for teachers is that
it describes some of the problems of this learning model. Prior knowledge of these problems could
benefit instructors by allowing them to prepare for these potential roadblocks.
o A
great site that provides many different lesson plans and ideas that incorporate
Problem-Based Learning methods and activities.
Although the lessons are not described in exacting detail, they are
catered to a variety of subjects and leave room for teachers to manipulate the
lesson to fit their teaching styles and the learning abilities of their
students.
References:
Harasim, L. (2012). Learning
theory and online technologies. New York: Routledge
Pappas,
C. (2014). Instructional design theories
and models: Problem-based learning. Retrieved from https://elearningindustry.com/problem-based-learning
Ullah,
H. (2011). Problem based learning:
History. Retrieved from https://sites.google.com/site/georgebrownpresentspbl/home/history
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