Problem-Based Learning in
Peruvian Higher Education:
Quality Science and Math Education for
Future Public School Teachers
Luis Bretel and Patricia Morales
Pontificia Universidad Católica del Perú
Deborah Allen and George Watson
University of Delaware
PBL2004, Cancun
Delaware, USA
www.udel.edu
Lima, Perú
www.pucp.edu.pe
Funding Opportunities
ALO: Association Liaison Office for
University Cooperation in Development
USAID: United States Agency for
International Development
Promoting Higher Education
Partnerships for
Global Development
ALO/USAID
The Institutional Partnership Program links the
technical and human capacity-building strengths of
higher ed institutions in the U.S. with counterparts
abroad to address these goals:
• to encourage broad-based economic growth and agricultural
development;
• to strengthen democracy and good government;
• to build human capacity through education and training;
• to stabilize world population and to protect human health;
• to protect the world’s environment for long-term sustainability;
• to reduce suffering associated with natural or man-made
disasters and to re-establish conditions necessary for political
and/or economic development.
Objectives of our Project
Obtain greater achievement in math and science
by Perúvian children.
Develop pre-service teachers trained with best
curricular materials and pedagogical methods
available, in particular PBL.
Train math and science educators at universities
and pedagogical institutes to use these
methods.
Overview of Project
Activities
Barriers to Change to PBL
Identified by UD Faculty
Lack of formal education in teaching and
learning
Lack of PBL problems in the discipline
Classroom configuration
Time/Resources
Support of traditional colleagues in their
disciplines
Lack of institutional/professional rewards
for teaching
Institute for Transforming
Undergraduate Education
ITUE was created in 1997 to promote
reform of undergraduate education
through faculty development and course
design and to infuse the institution with a
successful model of instruction.
Institute Fellows receive hands-on
experience in employing active learning
strategies and effective use of technology
in their classrooms.
Features of ITUE
Faculty mentoring faculty:
Leaders mentoring new Fellows
Experienced Fellows mentoring new Fellows
Experienced Leaders mentoring new Leaders
New Fellows working in groups
Faculty-led training and interactions:
Week-long experiential workshop
Special follow-up sessions
Review and sharing sessions
Brown-bag lunches
A safe and collegial environment for learning
Week-Long Sessions
Education Reform and
Active/Group Learning
Use of Technology
Problems and Cases:
Writing Material for
Your Course
Experience It Yourself:
Problem-Based
Learning
Internet Resources for
Your Course
Getting Started:
The Syllabus
Assessment in a
Student-Centered
Classroom
The Internet as a Learning
Resource
Building a Web Site for
Your Course
Getting Started with
Groups
Models of PBL for
Large Classes
Transfer of ITUE to PUCP –
Project Activities
Timeline of the Project
Preliminary activities:
May 2001
initial visit of PUCP to UD
April 2002 readiness assessment visit
of UD to PUCP
Oct 2002
PBL training of six PUCP
professors at UD
PUCP Faculty Visit UD to Plan
Workshops
Timeline of the Project
Activities accomplished in year 1:
Nov 2002
Design PBL workshop for PUCP
Jan 2003
Deliver PBL workshop at PUCP
(80 professors)
Feb-current
Aug 2003
Implement redesigned courses
Evaluate PUCP experiences
Location
and
Workshop Team for
First Year
Workshop Delivery
and
Workshop Activities
Sharing,
Reflection,
and
More Planning
Timeline of the Project
Activities in year 2:
Feb 2004
External workshop for five
pedagogical institutes
and others (85 participants)
Mar-Jul 04 Implement redesigned courses
Aug 2004
Evaluation of Project
Sept 2004 Publication
Plan future steps?
Development of PBL at
PUCP
PBL implementation in Science and
Engineering courses
Some of the courses that implemented PBL are:
Science courses:
Engineering courses:
Math 1
Physics 1
Chemistry 1 and 2
Valence and Structure
Chemical Technology
Drawing in Engineering
Simulation of Systems
Electronic Design 1
Foundations of Programming
Information Systems 2
Industrial Maintenance
Ethical Professional in Civil Eng.
Some Examples...
The collapse of “The Scorpion”
Course: Physics 1
General Science Studies
Professors:P. Pereyra, J.
Phan, C. Pizarro y J.
Quiroz
Topic covered:
Hydrostatic
The collapse of “The Scorpion”
Scenario abstract
In may 22, 1968 the Navy of the United States lost a nuclear
submarine in the Atlantic Ocean. At the moment of its
disappearance its position was ignored, but it was known that
it was sailing from Azores islands towards its base in the
United States. Three hypotheses were handled on the causes
of the collapse:
- it had been sunk by the Russians
- there was a mechanical problem in the submarine
-one of the submarine torpedo exploted
The students must find out what happened, as well as to
determine if the crew died drowned or squashed by the
pressure of the water.
Who killed Jane Wilson?
Course: Chemistry 1
General Science Studies
Professor:P. Morales
Topic covered:
Introduction to Organic
And Biological
Chemistry
Who killed Jane Wilson?
Scenario abstract
Jane Wilson was a scientific worker in a
pharmaceutical company. One night she was found
death in her apartment. There were enough
evidences to suspect that it was a murder. Students
were presented to the crime scene, the proofs the
police gathered and the testimony of the witnesses.
The main suspects were the housekeeper, Jane’s
boyfriend, a rival pharmaceutical company, or
perhaps simply it was a suicide.
The students must elaborate a hypothesis about the
solution of the crime and indicate a possible
murderer, if one was to be found.
A Nuclear Power Plant in Mosokllacta
Course: Chemistry 2
General Science Studies
Professors:P. Morales, J.
Sánez
Topics covered:
Chemical Energy
Resources and
Environmental
Chemistry
A Nuclear Power Plant in Mosokllacta
Scenario abstract
Mosokllacta was a calm and colorful town until the
government decides to install a plant of nuclear
energy in the zone. The authorities decide to make a
referendum to know the population opinion. A group
of civil associations decides to make an informative
campaign about the advantages and disadvantages
of the different chemical power plants. Soon, a
forum will be made that will analyze the
environmental problems involved with these power
plants and finally the referendum will be carried out.
In different stages, the students must assume the play of the
informative campaign organizers, the participants of the forum
and the population that participates in the referendum.
The automatic door
Course: Introduction to
Electronic Engineering
General Science Studies
Professor:M. Cataño
Topic covered: DC
electrical circuits and
basic circuits with
electronic devices
The automatic door
Scenario abstract
The Bolivar hall of the Local Museum of Barranca
Province has had many problems of security lately.
The Director of the museum has sent an invitation to
the coordinator of the section Electricity and
Electronics of the PUCP so that the students present
proposals of an automatic door design. The door
must open to the passage of the people and activate
an alarm in case somebody tries to force it in
schedule closed to the public. The costs of the
design must be the lowest possible.
The students must present a proposal at the end of the
semester. The best design will be chosen.
Unanticipated Results or Impacts
• Into PUCP
• In Peru
• Out of Peru
Within PUCP
• Translation into Spanish and publication of
the “Power of Problem Based Learning”
(A book about Delaware experiences).
• Over 100 non-science or non-engineering
professors participated in six PBL
workshops conducted for MAGISPUCP in
the two last years.
• The current preparation of a new book that
presents PUCP PBL experiences and
researches in several departments (among
science and engineering).
Within PUCP
• Success of international conference in Aug
2003 led to the decision to propose a
conference site of PBL2006 in Lima.
• The continuous increase of number of
professors who now are discussing and
reflecting about teaching and learning.
• Two engineering departments (Electronic
and Mechanical), are transforming their
curriculum into a PBL format (like “hybrid
curriculum” of Queen’s University of
Canada), etc.
Outside PUCP, within Peru
• Many private and public institutions (schools
and universities) are interested in our PBL
experiences and want to participate in PBL
training.
• Our trained professors have conducted
workshops for high school teachers:
Fe y Alegria, San Agustin, Trener, Inmaculada,
Antonio Raymondi.
• And in higher education:
Universidad Privada del Norte, Universidad
Peruana de Ciencias Aplicadas, Universidad
Nacional de Ingeniería, Universidad Agraria del
Centro, Instituto Nuestra Señora del Rosario.
Outside Peru
• George Watson provided two-day PBL
workshops in Guayaquil, Ecuador, (ESPOL,
Oct 2003); and in Santa Cruz, Bolivia,
(UTEPSA, March 2004).
• Professors from Mexico, Cuba, Chile and
Colombia have participated in our past PBL
workshops.
Outside Peru
• PUCP Professors provided PBL workshops
in other countries:
Chile (Universidad del Bio Bio and Universidad
Católica del Norte (Chile)), México (Universidad
de Colima) and Colombia (Corporación
Universitaria Autónoma de Cali).
• Professors from Chile, Colombia and Mexico
visited (in last 2 years) PUCP, to know
directly our PBL experiences.
Future Steps?
• PUCP/UD satellite efforts in other cities of
Peru with Lima as hub.
• Expanded in-service efforts in working with
primary and secondary teachers.
• Network of PBL materials and other
pedagogical developments translated into
Spanish.