Problem-based learning is a pedagogical approach where students actively work together in a small group to solve a real life problem. In the process, they will learn the content knowledge relevant to the problem as well as problem solving and critical thinking skills.
Barrows and Tamblyn define problem-based learning as “learning {Barrows, 1980 #1} that results from the process of working toward the understanding or resolution of a problem”. Problem-based learning was originally designed for use in the medical profession to provide students with experiences of drawing upon a range of disciplines to make accurate diagnosis during their practicum. Introducing problem-based learning as a pedagogical approach was necessary as young physicians were observed to have graduated with a wealth of knowledge but not necessarily the problem solving skills to apply that information in diagnostics assessment.
Adapted from Barrows & Tamblyn, 1980
It is an approach that uses real world problems as a context for students to learn critical thinking and problem-solving skills, to develop independent learners who are motivated to acquire knowledge and essential concepts of the lesson.
Adapted from Putnam, 2001
Problem-based learning requires students to be fully engaged (minds-on, hands-on) as they organise themselves around the investigation, and resolution of complicated real-world problems.
Adapted from Torp & Sage, 2002
Problem-based learning is an educational strategy where learning is driven by a problem. The problem could be a challenge with a description of a difficulty, a curious outcome, or an unexpected happening. It could also be an incident where there are interesting elements, or an episode or occurrence that requires either a solution or ansome explanation. Problem-based learning as a theory of learning believes that students do not learn by simply accumulating knowledge; they need to construct a personal understanding of concepts.
One-Day, One-Problem at Republic Polytechnic of Singapore*
Adapted from O’Grady, Yew, Goh, Schmidt, 2012
Problem-based learning is an instructional approach that infuses problems into the class, shifts the classroom focus from passive to active learning, challenging students to construct knowledge through effective interactions and collaborative enquiry.
Adapted from Tan, 2007
The philosophical and theoretical foundation of problem-based learning were not explicit in the early problem-based learning literature. Barrows, a pioneer of problem-based learning, explains that he and the other developers of the original McMaster problem-based learning curriculum had no background in educational psychology or cognitive science. They just thought that learning in small groups through the use of clinical problems would make medical education more interesting and relevant for their students (Newman et al., 2003). Newman, et al. (2003) posits that problem-based learning can be interpreted as congruent with at least two distinct streams of theory about knowledge and learning, Constructivism and Cognitive Psychology.
Click here to learn more about Constructivism or here for Cognitivism.
From the pedagogical perspective, Tan (2007) postulates that problem-based learning is based on the constructivist theory of learning, in which realistic problems are used in conjunction with the design of a learning environment where inquiry activities, self-directed learning, information mining, dialogue, and collaborative problem-solving are incorporated.
Design the the learning tasks, goals and objectives.
Construct a problem which should have the following attributes:
This step is strongly encouraged if it is the first time that the students are experiencing a problem-based learning approach to learning. It sets the stage in terms of the process, roles and hence, expectations of teacher-facilitator and students.
Teacher-Facilitator
Teacher-facilitator orientates students to problem-based learning. The following are provided:
1. Group Formation
There is an option for teacher-facilitators to decide on the grouping of students forming their own groups.
2. Problem Presentation
Teacher-facilitator presents the problem while students take note of the problem shared with them.
3. Meeting the Problem
This stage focuses on students’ initial exploration of the problem.
Teacher-Facilitator
Teacher-facilitator helps students understand the problem by clarifying the scope and requirements, and guiding them in planning how to proceed with information gathering.
Students
Students seek to understand the problem, clarify expectations and requirements, plan and manage project timeline and split research tasks up among group members while taking group roles into consideration. (Round Robin and/or Discussion may be used here).
4. Problem Analysis and Learning Issues
At this stage, students should be actively gather, evaluate and share the information with their group members.
Teacher-Facilitator
Teacher-facilitators ensure that students’ research included targeted core content, balanced with exploration of multi-disciplinary knowledge.
Students
Students delve into research, evaluate progress and quality (reliability and depth/breadth of information) of work. Students are expected to be independent, self-motivated learners and assume major responsibility for the acquisition of information and knowledge. ( Affinity Grouping may be used here)
5. Discovery and Reporting to the group
Following independent learning is peer teaching. At this point, teacher-facilitator critically analyse the information gathered so as to minimise issues of inaccurate information shared at the later stages.
Teacher-Facilitator
Teacher-facilitator checks on the accuracy, reliability and validity of the information obtained while ensuring that key areas are not overlooked.
Students
Students continue with research and evaluation of resources. Sharing through peer teaching is pivotal in this process of learning as a community.
6. Solution Presentation and Reflection
Teacher-Facilitator
Teacher-facilitator helps students to clarify their doubts and become aware of gaps in knowledge, misconceptions or over-generalisations.
Students
Students integrate knowledge from various disciplines and apply these to solve the problem. They present what they have learnt to the class, by explaining their solution in their own words. Feedback may be given by the teacher-facilitator and peers and at the same time, students are expected to provide constructive feedback to their peers as well. This requires a good understanding of their research and a critical but open mind.
7. Overview, integration and evaluation
This is the final step in the problem-based learning cycle, which focuses on the consolidation of the learning and evaluation of the processes of problem-based learning.
Teacher-Facilitator
Teacher-facilitator summarises and weaves all the information together, highlighting key principles, concepts and facts. Gaps in knowledge and misconceptions are also surfaced. The problem-based learning process is also evaluated, with the main focus on skills and attitudes.
Students
Students are expected to synthesise ideas shared, critically reflecting on their learning process in the information and knowledge they have co-constructed, as well as their skills and attitudes as a group member, a problem solver and self-directed learner.
8. Grading and evaluating problem-based learning
Teacher-Facilitator
Teacher-facilitator must align assessment goals with desired outcomes of lesson. Teacher should design assessment criteria to grade and evaluate students’ acquisition of content knowledge and their problem-solving, teamwork and communication skills.
A wide range of assessment strategies may be used in problem-based learning, which include observation charts, reflective journals, checklist on presentation skills, checklist of problem-solving processes, peer assessment and self-assessment.
Teachers should be observed to do the following:
“Planful’ thinking
Generative thinking
Systematic thinking
Analytical thinking
Analogical thinking
Systemic thinking
Meeting the problem
Problem summary
Problem analysis
Formulation of learning objectives
Bringing new knowledge and problem situation
Review and evaluation
Preparation
Scenario design
Assessment
Adapted from Pawson et al., 2006 - these are synthesised from Barrows (1988); Cuseo (1992); Wilkerson and Gijselaers (1996); Clark & Wareham (1998); Rhem (1998); Duch (1999); Leckman et al. (1999); Boud (2000); Savin-Baden (2000); Duch et. al (2001); Chapman et al. (2002).