Problem-Based Learning

Descriptions, definitions, synonyms, organizer terms, types of

Problem-based Learning (PBL) is a student-centered instructional strategy that is used to promote active learning, while learners investigate authentic problems. PBL is characterized by the use of real world and ill-structured problems, those that are complex and sometimes have multiple responses, requiring the learner to acquire critical knowledge, problem solving skills, self-directed strategies, and team participation skills. Instead of the teacher simply assigning readings, providing lectures or walking students through a solution, the learners are presented with or identify their own problem that drives their inquiry and learning process.

Key components in Problem-Based Learning

The Problem-based Learning model involves the use of real problems to create an active, student-centered learning environment. The key components of the process are:

• Problem formulation
• Data collection
• Brainstorming solutions
• Evaluating and selecting solutions
• Implementing the solution

These components give the students direction and provide them with a format for completing the written part of the final product (Seifert & Simmons, 1997).

Problem Formulation is a strategy composed of three questions that give students a format for beginning the problem-solving process.

• What do we know?
• What do we need to know?
• What should we do? (Stepien and Gallagher, 1993)

The data collection component is designed around the answers to the “What do we know�? questions and involves different methods of research. For example, it might involve, interviewing strategies, survey techniques, library research, and Internet research techniques. In the data collection component students are encouraged to use their imagination as they collect data by searching in places they would not normally search, view problems from many perspectives, listen carefully and be open to new ideas. The brainstorming solutions component involves the students immersing themselves in the problem by reviewing as many things as possible about the ideas. It may also require the students to rearrange the order of the parts, keep a list of ideas, and share ideas. Then there is the evaluating and selecting of the solution component. This is where students need to access the selected solution based on the data that they have gathered. It is important that the whole group come to a consensus before choosing a final solution. Implementing the solution is vital and reflects the cohesiveness of the group, because it is at this point that the group must defend their solution based on their data. The final component is product assessment. This is left up to the discretion of the teacher/tutor. Many times the tutors will decide to let the students develop their own assessment.

History of Problem-Based Learning

It could be that problem-based learning stems all the way back to Socrates and the question-and-answer dialectical approach. As John Cavanaugh, vice-provost for academic Programs and Planning at Delaware University puts it: “It’s like discovery- based learning in the 1960’s. We knew about it; we didn’t do it. Dewey talked about it when he talked about ‘engagement’. Dewey had it right on the abstract level. We do the details better now, that’s all, and because of advances in cognitive science and technology.�? The modern history of problem-based learning begins in the early 1970s at the medical school at McMaster University in Canada (Rhem, 1998). Since the implementation of PBL in the 1970s it has been used in various undergraduate and graduate programs around the world. Additionally, elementary and secondary schools have adopted PBL.

Application in and effects on classrooms and similar settings

A problem-based learning environment provides learners with an instructional mechanism that can increase their higher-order thinking skills while exploring authentic and ill-structured problems, participating in social interactions, and receiving coaching from peers and teachers (Albanese & Mitchell, 1993; Hmelo & Ferrarri 1997). However, PBL also brings cognitive challenges. For example, students must be challenged to clarify the causes of the problem, to decide important facts in problem situations, and to generate hypotheses for the solutions. To appropriately solve a problem in a PBL environment, it is important that students reflect on their understanding of an issue, new knowledge to develop a solution, and how their new knowledge can be used to address the situation. Reflecting on the problem helps learners to generate concepts and abstractions and enhance the transfer of learning to new problems (Barrow, 1998).

Research suggests that various elements in the learning environment can prompt reflective thinking (Andrusyszyn &Daive, 1997; Griffith & Frieden, 2000; Lin, Hmelo, Kinzer, & Secules, 1999). Ill-structured, authentic, and complex tasks in a PBL environment, for instance are known to promote reflective thinking. These features of the task help students think reflectively because students have to investigate the problem in order to gather appropriate information to solve the problem (Stepien & Pyke, 1997). Another important element prompting reflective thinking is the type of instructional method used. Virtanen et al. (1999) found that both an inquiry-oriented and an explanation-oriented instructional method were effective in PBL environment. The inquiry-oriented method facilitates reflective thinking by asking reflective questions while the explanation-oriented method directs learners to reflect on important concepts (Moon, 1999; Virtanen et al, 1999). Creating flexible and active learning environments is also important in prompting reflective thinking during PBL. The elements that make the learning environment active and student-centered include allowing students to have enough wait-time to think before answering, providing a leaner-controlled instruction, and promoting cooperative and collaborative learning (Michael & Susan, 1998; Rowe, 1974; Williams, 1996). Finally, scaffolding tools are important in prompting reflective thinking during PBL. Andrusyszyn & Daive (1997) and Kinchin & Hay (2000) reported on the effectiveness of journal writing. Research also suggested that question prompts or concept maps could be used as aids to prompt reflective learning (Barrow, 1998; Griffith & Frieden, 2000; Kinchin & Hay, 2000). Therefore, key factors that encourage students to reflect upon learning in a PBL environment seem to focus on the use of ill-structured and authentic tasks, the type of instructional methods, supportive and active learning environments, and scaffolding tools. Problem-based Learning provides the instructional mechanisms for prompting learner reflective thinking. One of the major features of project-based learning is the all important community of inquiry. Inquiry is at the heart of PBL. Community, however, may be a more difficult task to grasp. Diane McGraw is an associate professor of educational computing, design and online learning at Kansas State University. She has found through research that there was a program called Fostering a Community of Learners (FCL) in which learners collaborate, research, share and reflect on topics that involve them in “deep disciplinary content�?. This program consisted of five critical pieces that work together, these same five pieces can be found in problem-based learning, and they are:

• Active, purposeful learning
• A learning setting that pays attention to multiple zones of proximal development
• The legitimization of difference
• A community of discourse
• A community of practice (McGraw, 2003)

Problem-based learning fosters a community of learning through collaborative and engaging group interaction. In PBL learners depend on each other to accomplish their tasks. This means that members be responsible to each other and the group, be mutually respectful, and identify as part of the group. All members of the learning community must take responsibility for their accomplishments in PBL.

Evidence of effectiveness

Most of the research found on problem-based research was conducted using gifted classrooms and with enrichment activities. Little information has been published on using PBL with low-income and minority school-age populations. But there was a study done by Gordon, Rogers, Comfort and Gavula, (2001) called A Taste of Problem- Based Learning Increases Achievement of Urban Minority Middle School Students. I found that this research showed a positive affect not only on students who were using PBL, but on the teachers too. In this study they found that by supplementing the existing curriculum with PBL two percent of the time improves behavior and increases achievement among urban minority students (Gordon, Rogers, Comfort & Gavula, 2001). This study caught my eye when I saw a survey that was given to fifteen facilitators that showed a positive response, ranging from a 3.0 to 4.4 with an overall mean of 3.9 on a five point scale. The highest mean scores were:

• Use of PBL broadened my skills as a teacher (4.2)
• I would like to continue using PBL next year (4.4)
• PBL is valuable at the middle and high school levels (4.4)
• PBL should be expanded at middle and high school levels (4.4)

(Gordon, Rogers, Comfort & Gavula, 2001).

In a focus group, facilitators commented on PBL as an innovative teaching method that develops student teamwork, critical thinking, communication skills, and information seeking. They appreciated that PBL puts teachers in a different role, as facilitators who share control of the learning rather than as sources of information and managers of the classroom (Gordon, Rogers, Comfort & Gavula, 2001). This study helped to show the positive teacher response to PBL in a low-income minority middle school.

Critics and their rationale

The Disadvantages of Problem-Based Learning

Problem-Based Learning: A Paradigm Shift or a Passing Fad?

Signed ‿life experiences‿, testimonies and stories

As a student, I think problem-based learning is great, even though it can be frustrating at times. When I apply the concepts of the lesson to an actual problem, I learn more from it and am more likely to remember it in the long run. ~Linda

In my ten years of teaching I have found problem-based learning to be one of the most effective ways to teach science and math. I have taught in two schools where my curriculum was set up using PBL. Both schools had a majority of low-income and minority students. One was in Chattanooga, Tennessee and the other in Champaign, Illinois. Tyner Middle Academy was a magnet school nestled in the hills of Chattanooga, Tennessee. The problem was that the achievement gap in math and science was staggering between Caucasian and African-American students. We collaborated as a staff for days coming up with ways to close this gap by concentrating on the areas of math and science. We were introduced to PBL by an outside consulting agency. At first, the staff was a bit nervous because not only did they recommend that we implement PBL in math and science, but in the humanities as well. The art teacher was perplexed. I started looking at the different units I had to teach. I came up with a central problem for each unit and developed a unique question for each problem that focused on real world issues. Within months after we implemented PBL we saw a huge difference in active engagement of students. Those students who never came to class started to show up ready to save the day through there creative problem-solving techniques. It was awesome. Valerie Munds

I experienced Problem Based Learning as both a student and a teacher. When I was in middle school, I took part in a summer program where I was a paid participant in a PBL study. Myself, as well as several other classmates, participated in several different collaborative learning situations where we were given a problem that needed to be solved. We determined what information we needed to compile and brainstormed ways to find the solution. As a student, I loved it. I have always liked mysteries and problem solving and this seemed like a way in which everything I learned was made into a mystery that I had to solve. I participated in the same program in high school. My high school was a lab site where teachers from around the state would come to learn how to teach using PBL instruction. As a teacher myself, I still love the idea of PBL, but find it difficult to manage along with district timelines and resources. --Amanda P.

In our math program we take one unit out of the general math curriculum a semester to teach a unit in problem-based learning. The students are not used to working in groups. And they generally do not like the format of the problem, mainly because that is not how they are used to learning. Although students complain during the whole unit, as a teacher I can see great gains in their understanding of the material. They can explain things more in depth and they have a good knowledge for why the math works for that scenario, and others like it. --R. Fruin

I have not only used problem based learning as an instructor, but as a student also. As an instructor in the Staff Noncommissioned Officers Academy (SNCOA) in Quantico VA. I used this approach to teach Law of War. In the first part of my class I would teach students what the definition of Law of War is, where it comes from and punishments for violations. But that doesn’t teach the students how to apply it. In the second part of my class we would use case studies to apply problem based learning. This turned out to be an outstanding way of getting the students how to apply Law of War. For the Marine Corps PBL is an outstanding way of guiding students on a journey of learning through hard to learn subjects. –David Troyer

As a math teacher problem based learning can successfully be integrated into the cirriculum however it often needs to be well guided. Students will be very creative in finding solutions to problems that will lead them to procedues that work in math but there are often times when the algebraic formula that was supposed to be used is never discovered. It requires a certian amount of scaffolding to ensure that the students come away with usable problems solving techniques and correct mathemaical formulas. - Dave Hohman

My SLC developed a PBL to be housed in biology but incorporated english and history. It used content from bacteria and viruses in biology, the book "I am Legend" in english, and the bubonic plague/black death in history. The students were contacted by our school board to help them develop something for our district about infectious disease and/or its control. This was during the H1N1 outbreak and panic. The students have also done PBL's in other classes and seem to very interested and dedicated to solving the problem. -Katie W

References and other links of interest

Albanese, M.A. & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues, Academic Medicine, 68(1), 68-81.

Andrusyszyn, M.A. & Daive, L. (1997). Facilitating reflection through interactive journal writing in an online graduate course: quality study. Journal of Distance Education, 12(1), 103-126.

Barrow, H.S. (1998). The essentials of problem-based learning. Journal of Dental Education, 62(9), 630-633.

Gordon, P.R., Rogers, A.M., Comfort, M., Gavula, N. & McGee, B.P. (2001, Summer). A taste of problem-based learning increase achievement of urban minority middle-school students. Educational Horizons, 79(4), 171-175.

Griffith, B. & Frieden, G. (2000). Facilitating reflective thinking. Counselor Education & Supervision, 40(2), 82-92.

Hmelo, D. E. & Frerrari, M. (1997). The problem-based learning tutorial: cultivating higher order thinking skills. Journal for the Education of the Gifted, 20(4), 401-422.

Kinchin, L. & Hay, D. (2000). How qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1), 45-57.

Lin, X., Hmelo, C., Kinzer, C., & Secules, T. (1999). Designing technology to support reflection. Educational Technology Research & Development, 47(3), 43-62.

McGraw, D. (2003, April). Developing a community of learners. Learning & Leading with Technology, 30(7), 43-45.

Michael, J.A. & Susan E.A. (1998). Problem-based learning: The good, the bad, and the ugly. Journal of Dental Education, 62(9), 650-655.

Moon, J.A. (1999). Reflection in Learning & Professional Development, Theory and Practice. London: Kogan Page Inc.

Rhem, J. (1998). Problem-based learning: An introduction. The National Teaching & Learning Forum, 8(1), 2-4.

Seifert, E.H. & Simmons, D. (1997, March). Learning centered schools using a problem-based approach. NASSP Bulletin, 81(4), 90-97.

Stepien, W. & Gallagher, S. (1993, April). Problem-based learning: As authentic as it gets. Educational Leadership, 25-28.

Stepien, W.J. & Pyke, S. (1997). Designing problem based learning units. Journal for the Education of the Gifted, 20(4), 380-400.

Williams, M. (1996). Learner Control and Instructional Technology. In Jonassen, D.(Ed.) Handbook of Research for Educational Communications and Technology (pp. 957-983). New York, NY: Macmillan Library Reference.

Virtanen, P.J., Kosunen, E.A-L., Holmberg-Martila D.M.M. & Virjo, I. O. (1999). What happens in a PBL tutorial session? analysis of medical learners written accounts. Medical Teacer. 21(3). 270-276.

Excellent Resource for Teachers Interested in Problem-Based Learning

More Information on PBL

More about Problem-Based Learning

Great Teaching Ideas Using PBL

Problem-Based Learning Network at IMSA

PBL Resources

University of Delaware PBL site

[http://www4.nau.edu/eeop/aqcp/pbl_resources.asp AQCP PBL site} Good resources for elementary and secondary level teachers.

Central Queensland University PBL Online Resources An excellent listing of links and resources by topics.

Illinois Math & Science Academy PBL site