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Problem Based Learning in the Classroom
Problem Based Learning in the Classroom
Problem Based Learning (PBL) is defined as a pedagogical strategy that utilizes real- world problems to direct a student's learning1. Specifically with chemistry, this strategy can prove effective by providing students a rational for learning material. Providing further in depth reasoning for students creates an environment where students want to learn more instead of blinding following an instructors directions. Especially in the STEM field, this method of learning is extremely beneficial for students.
Positives
Positives
Increased creativity for students
Comfortable level of collaboration amongst peers
With real world applications, students think deeper into material
Enhances self-regulation learning skills and self-evaluation2
Negatives
Negatives
Developing effective problems that match the cirruculum, while connecting them to real-life, may be difficult at first
Why should this be in Chemistry?
Why should this be in Chemistry?
As previously introduced, the STEM field benefits from Problem Based Learning as it provides students various ways to apply the cirriculum. Many times student ask questions of 'why are we learning this?' or 'why does this matter?'. PBL can be applied and instead of explaining why the curriculum matters, it shows students that these concepts they are learning have value. Working in small groups allows students to discuss ideas that otherwise, they would have not discussed as a class lecture. As seen from the graphic on the right, the cycle of Problem Based Learning leads students to actualy define the problem and determine how to solve it. As more of a free way of thinking than other pedagogical stratagies, PBL allows for me creativity and efficiency in the chemistry curriculum.
Effect on Inclusivity
Effect on Inclusivity
For students that are timid to talk in their class, out of fear that they might be judged by their peers, PBL encourages collaboration in small groups. This style of learning is beneficial to these students because it strips judgement from the entire class away and allows students to express ideas to one or two other students in a more comfortable fashion. Once the groups are finished working, the class will reconvene in order to explore findings as an entire class. The result of this is students that are more likely to interact with the entire group once they have worked in their own small groups first.
Comparing Problem Based Learning to Traditional Methods
Comparing Problem Based Learning to Traditional Methods
Timeline
Timeline
Tradional Learning vs. Problem Based Learning
In action, Problem Based Learning leads students through a different pathway than tradional methods that have been commonly observed in classrooms. As the timeline on the left provides, Problem Based Learning leads students through the problem and engages students on a deeper level. They need to think about what knowledge the problem requires, instead of being fed the information directly, which does not stimulate learning as effectively. In this sense, tradional learning encourages students to memorize information and study 'for the test' instead of interacting with the material and understanding concepts. An article states, "PBL is effective compared to other pedagogical approaches since it facilitates student’s critical thinking and problem-solving skills since students are able to apply theory into practice" 4. In a classroom such as chemistry, this is vital because the concepts that students engage with are not trivial and require a deeper understanding to master.
Using PBL in My Classroom
Using PBL in My Classroom
In terms of the future, I will be implimenting this Problem Based style of learning into my classroom as opposed to tradional methods. This classroom style will be aimed toward providing students with a deep understanding of the material, and for me, guiding my students in the best way that I can. As an article which conducted a study on PBL states, "The facilitator, leading the teaching experience, and mentor, supporting the teaching experience, play an important role in any PBL scenario." 5. With this, being an active teacher and mentor during this experience is vital, and who I plan to be as a teacher.
Sources
Sources
1 PBL defined. University of Toronto Mississauga. (n.d.). Retrieved December 6, 2022, from https://www.utm.utoronto.ca/pbl/pbl-defined-1
2 https://www.sciencedirect.com/science/article/pii/S0742051X21000597
3 Duch, B. (n.d.). Problem-based learning. UN Sustainable Development Goals Project. Retrieved December 6, 2022, from https://www.unsdgproject.com/problem-based-learning.html
4 Aidoo, B. (2016). Effect of problem-based learning on students’ achievement in ... - eric. Retrieved December 6, 2022, from https://files.eric.ed.gov/fulltext/EJ1122651.pdf
5 Strohfeldt, K., & Khutoryanskaya, O. (2015, November 25). Using problem-based learning in a chemistry practical class for pharmacy students and engaging them with feedback. American journal of pharmaceutical education. Retrieved December 6, 2022, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4727365/
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