Problem-based Learning Workshop:
Introduction to PBL
September 2009
Richard Donham, Ph.D.
Mathematics & Science Education Resource Center
Leader, ITUE
University of Delaware
Institute for Transforming
Undergraduate Education
What Is PBL?
“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, D. (1985) PBL in perspective. In “PBL in Education
for the Professions,” D. J. Boud (ed); p. 13.
What are the Common
Features of PBL?
• Learning is initiated by a problem.
• Problems are based on complex, real-world
situations.
• All information needed to solve problem is not
given initially.
• Students identify, find, and use appropriate
resources.
• Students work in permanent groups.
• Learning is active, integrated, cumulative, and
connected.
Cholera and the
Science of
Medicine.
Learning Objectives for
“Cholera”
• Discuss & write about evidence, inference,
explanations, predictions, communication
• Work in a group on shared products
• Improve communication skills (public
presentations, writing required).
• Full problem with teaching notes, learning
objectives, etc available at:
https://chico.nss.udel.edu/Pbl/index.jsp
Compare and Contrast PBL &
Case Studies
Alike
Engage students with
realistic problems or
issues
Encourage communication
and collaboration
Assessment is in context,
ongoing, connects
story/problem to learning
objectives
Differ?
PBL problems are often
more open-ended
PBL may require more
student responsibility
PBL always uses groups
Progressive disclosure
Background Challenges
•Connecting to state & national science standards
•Block scheduling of classes and its challenges
•A growing emphasis on teaching students critical
thinking skills
“Inquiry into authentic questions
generated from student experiences is
the central strategy for teaching science.”
NSES, p31, 1996.
“…careful inspection of methods which are
permanently successful in formal education…will
reveal that …They give pupils something to do,
not something to learn; and if the doing is of such
a nature as to demand thinking, or the intentional
noting of connections; learning naturally results.”
John Dewey, Democracy and Education, 1916.
Characteristics Needed
in College Graduates
Excellent
communication skills
Ability to define problems,
gather and evaluate
information, develop solutions
Address problems
in a complex real-world setting
Team skills –
ability to work with others
Quality Assurance in Undergraduate Education (1994)
Wingspread Conference, ECS, Boulder, CO.
Skills Used Frequently by Physics Bachelors
in Selected Employment Sectors, 1994
Source: AIP Education and Employment Statistics Division
What are the Common Features?
Learning is initiated by a problem.
Problems are based on complex, real-world situations.
All information needed to solve problem is not given initially.
Students identify, find, and use appropriate resources.
Students work in permanent groups.
Learning is active, integrated, cumulative, and connected.
Subject-based Learning
Degradative Cycle (Futile Cycle?)
Energy and Raw
Materials
hot air
Students
Forget
waste
cellulose
Students
Remember
Students
Pass Exam
midnight
oil
By E. J. Wood, Department of Biochemistry & Molecular Biology,
University of Leeds, Leeds, UK
12
The Problem-Based Learning Cycle
Assessment
Overview
ENTRY
(when desired)
Problem, Project,
or Assignment
Mini-lecture
(as needed)
Whole Class
Discussion
Group
Discussion
Preparation of
Group “Product”
Research
Group Discussion
Presentation of Problem
Resolution of Problem;
(How did we do?)
Integrate new
Information;
Refine questions
Reconvene, report
on research;
Research questions;
summarize;
analyze findings
Organize ideas and
prior knowledge
(What do we know?)
Pose questions, state
learning issues (What do
we need to know?)
Assign responsibility
for questions; discuss
resources
A Typical Day…
“Hybrid” PBL
Non-exclusive use of problem-driven learning in a
class
May include separate lecture segments or other
active-learning components
Floating or peer facilitator models common
An entry point into PBL
Reaches students at many levels
Effectiveness of PBL: Research
Active and cooperative learning promote greater academic
achievement, more favorable attitudes toward learning,
increase persistence through SMET courses
What are the desired outcomes? To increase knowledge?
To change attitudes, build collaborative or problemsolving skills?
Are the assessment instruments appropriate?
Issues with many studies: randomization; uncontrollable
variables; variants in PBL, resources, motivation
Most research studies from medical education
General Trends from Research
Content knowledge comparable to that found in
traditional courses
PBL leads to:
Improvement in student attitude and clinical
performance
Deeper approach to learning
Better interpersonal skills and attitudes
towards patients
%Gain vs %Pretest on Mechanics Diagnostic test or Force Concept
Inventory. From Richard R. Hake (1998). Interactive engagement vs traditional methods:
A six thousand student survey of mechanics test data for intro. physics courses. Amer. J.
Physics 66:64-74.
“….what (PBL instructors) would like are the
assessment instruments that could
document the improvement in students
ability to learn on their own---their growth in
intellectual maturity that translates into
taking responsibility for learning throughout
their lives.”
Eberlein et al., 2008, p. 270.
Essential Features of Classroom Inquiry and ProblemBased/Case-Based Learning*
*Inquiry and the National Science Education Standards, National Research Council, p. 29,.
Essential Feature
Supportive Aspects of PBL/CS
Learner engages in
scientifically oriented
questions
Learner gives priority to
evidence
Realistic, complex, messy problems; more
than one solution, or more than one pathway
to resolution
Students identify what they know, what they
need to know, set priorities for learning,
develop self-assessment skills
Student communicate & collaborate with
team members
Learner formulates
explanations from evidence
Learner connects explanations Students do research (identify sources of
to scientific knowledge
information)
Learner communicates and
justifies explanations
Products that require communication, written
and oral.
Reflections and Questions