Problem-Based Learning in
Peruvian Higher Education:
Science and Math Education for
Future Public School Teachers
PUCP - UD
Dr. George Watson
Dr. Deborah Allen
University of Delaware
Dra. Ana Pastor de Abram
Pontificia Universidad Católica
del Perú
Washington DC, August 11, 2004
Delaware, USA
Dela where?
Perú, South America
PONTIFICIA UNIVERSIDAD
CATOLICA DEL PERU
Date of foundation :
Departments :
Undergraduate majors:
Masters programs:
Ph. D. programs :
1917
11
45
32
3
University Community
Regular students:
Undergraduates:
Graduates:
International students:
15 490
14 682
808
179
Professors:
Total:
Full time:
Part time:
2352
338
2014
Science Departments






Physics
Mathematics
Chemistry
Civil Engineering
Mechanical Engineering
Industrial Engineering
 Mining Engineering




Electronic Engineering
Computing Science
Architecture
Telecommunications
Problems in Math and Science
Education in the Public Schools
in Perú
A) There is an extreme achievement gap
between private and public schools in Peru.
B) Results of International Standardized Tests
(public schools):
Last place in Latin America
TIMS
1996
PISA
2002
Professional Development of
Teachers at Present
1. Pre service teachers do not receive
quality math and science courses in the
public institutions of education.
2. Science content courses and science
pedagogy courses are not well articulated
in the pre-service teacher curriculum, so
teachers are not well equipped with
effective teaching methods.
Hypothesis
The incorporation of Problem-Based
Learning as a strategy in the
professional development of future
math and science teachers will help
to better articulate math and
science content with pedagogy in an
efficient way.
What is Problem-Based Learning?
PBL is an learning approach that
challenges students to “learn to learn,”
working cooperatively in groups
to seek solutions to real world problems.
PBL prepares students
to think critically and analytically, and
to find and use appropriate learning
resources.
What is Problem-Based Learning?
“The principal idea behind PBL is that
the starting point for learning should
be a problem, a query, or a puzzle that
the learner wishes to solve.”
Boud (1985)
What are the Common
Features of PBL?
Learning is initiated by a problem.
Problems are based on complex, realworld situations.
All information needed to solve problem is
not initially given.
Students identify, find, and use
appropriate resources.
Students work in permanent groups.
PBL: The Process
Students are presented with a problem.
They organize ideas and previous
knowledge.
Students pose questions, defining what
they know and do not know.
Students assign responsibility for
questions, discuss resources.
Students reconvene, explore newly learned
information, refine questions.
The Problem-Based
Learning Cycle
Overview
Assessment
(when desired)
Mini-lecture
(as needed)
Whole Class
Discussion
Problem, Project,
or Assignment
Group
Discussion
Preparation of
Group “Product”
Group Discussion
Research
Activities at PUCP during the
First Year
1. Training of six PUCP
professors at UD
Oct 2002
2. Designing the first PBL workshop at PUCP
Nov 2002 – Jan 2003
3. PBL workshop in Lima. February 2003
4. Implementation of PBL and Cooperative
Learning. From March to July 2003
Activities at PUCP during the
First Year
5. Mentoring of the innovative experiences.
From March to July 2003
6. Second PBL workshop
in Lima. July 2003
7. Internal evaluation.
July 2003
Activities in PUCP during the
Second Year
1. Implementation of courses in PBL and CL
methodologies at PUCP continued during the
second semester (July to December, 2003).
2. PBL workshop for professors who teach
courses for pre service math and science,
public school
teachers and professors at
other universities. (Feb. 2004)
3. Assessment of the implementation of the
innovations in PUCP and these additional
institutions from March to July, 2004.
Activities in PUCP during the
Second Year
4. Workshop “Diseño de Problemas, Procesos y
Evaluación en el Método ABP” for professors
at PUCP. July 2004.
5. Collaborative methods in PUCP
Are they worth the trouble?
15, 16 July 2004
6. Evaluation of project.
September 2004
PUCP Professor Leaders
trained in PBL at UD
Luis Bretel
Isabel Landa
Patricia Morales
Patrizia Pereyra
Carlos Pizarro
Jorge Quiroz
Emilio Gonzaga
Cecilia Gaita
Wilmer Atoche
Victoria Ramirez
Miguel Cataño
Quino Valverde
Philosophy
Chemistry
Chemistry
Physics
Physics
Physics
Math
Math
Math
Engineering
Engineering
Engineering
Workshops 2003 - 2004
4to
1er
45
100
87
3er
84
2do
1° y 2° : PUCP + others
3°
: public institutions
4°
: PUCP
Training of 316 Individuals
Public institutions
92
156
PUCP 2003
8
Foreign
guests
70
PUCP 2004
Examples of Courses at PUCP that
Incorporate PBL
Sciences
• Math 1, 2 and 3
• Physics 1 and 2
• Chemistry 1 and 2
• Statics
• Dynamics
• Technical drawing
Engineering
• Thermodynamics
• Fluid dynamics
• Automatic control
• Hydrology
• Communication theory
• Plant Engineering
• Geology and Mineralogy Lab.
• Mechanical drawing
Participants in Training at PUCP:
Foreign guests:
• Chile
• Colombia
• Cuba
• México
National guests:
•
•
•
•
•
•
•
School Fé y Alegría
Instituto Superior Pegagógico de Monterrico
Universidad Nacional Mayor de San Marcos
Universidad Enrique Guzmán y Valle
Universidad Nacional Federico Villareal
Universidad Nacional de Ingeniería
Universidada nacional Agraria, La Molina
Outside Perú
• PUCP Professors provided PBL workshops in
other countries:
Chile (Universidad del Bio Bio, Universidad
Católica del Norte, Universidad de Antofagasta
(Chile),
México (Universidad de Colima) and
Colombia (Corporación Universitaria Autónoma
de Cali).
• Professors from Chile, Cuba, Colombia and
Mexico visited PUCP (in last 2 years), to
observe and learn about our PBL experiences.
Additional Results
• Translation into Spanish and publication
of the “Power of Problem Based Learning”
(A book about Delaware experiences)
• The current
preparation of a new
book that presents
PUCP PBL
experiences and
researches in several
departments (in
science and
engineering).
Additional Results
• 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 the “hybrid
curriculum” of Queen’s
University of Canada), etc.
• Many private and public
institutions (schools and
universities) are interested
in our PBL experiences and
want to participate in PBL
training.