Problem Based Learning Approach
April 2002

Class: EdPsych 600
Professor: Dr. Dixon
Student: Leigha Tracey


If asked, educators would agree that one essential goal of education is the development of students who are effective problem solvers. There is a strong need for critical thinking and problem solving skills in the classroom. Research indicates that critical thinking and problem solving skills are not typically addressed in the classroom. A number of studies indicate that in the typical classroom, 85% of teacher questions are at the recall or simple comprehension level. Questions that require synthesis and evaluative skills of thinking are rarely asked (Sage, 1998).A solution to engaging students in critical thinking is problem based learning (PBL).

What is Problem Based Learning?

Problem Based Learning is a curriculum development and delivery system that recognizes the need to develop problem solving skills, critical thinking skills in terms of real world applications. It is through the struggle with actual problems that students gain necessary content knowledge and skills. In addition, PBL is an instructional method designed to challenge students to think critically. Problem based learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problems. The PBL curriculum provides authentic experiences that foster active learning, support knowledge construction, and naturally integrate school learning and real life, as well as integrating disciplines PBL prepares students to think critically and analytically, and to find and use appropriate learning resources (Gallagher & Stepien, 1993). Problem based learning has several characteristics that should be viewed as essential in designing a curriculum.

1. Reliance on problems to drive the curriculum - the problems do not test skills; they assist in development of the skills themselves.
2. The problems are ill-structured - there is not meant to be one solution, and as new information is gathered in a reiterative process, perception of the problem, and thus the solution, changes.
3. Students solve the problems - teachers are coaches and facilitators.
4. Students are only given guidelines for how to approach problems - there is no one formula for student approaches to the problem.
5. Authentic, performance based assessment - is a seamless part and end of the instruction.
Problem based learning develops students who can:

• Clearly define a problem
• Develop alternative hypotheses
• Access, evaluate, and utilize data from a variety of sources
• Alter hypotheses given new information
• Develop clearly stated solutions that fit the problem and its inherent conditions, based upon information and clearly explicated reasoning
  

A Preparation Guide to Problem Based Learning

The instructional template for a problem based learning unit begins by preparing the learners with team building, critical thinking, and creativity exercises. Do not teach the content of the problem beforehand. Students learn the content and skills in the course of solving the problem (Barrows, 1985).

1. After some preparation, students are ready to meet the problem and develop a personal stake in searching for solutions.
2. The next step involves identifying what is known about the problem, what needs to be known, and discussing ideas or hunches about possible solutions.
3. Then the problem statement is defined to provide a focus for gathering and sharing information.
4. Possible solutions are then generated and decisions are made to determine the best fit for these solutions.
5. Finally, students articulate and demonstrate what they learned.

Problems in Implementation

Cultural change is required to implement PBL. Students trained in the more traditional model of teaching will experience culture shock of a sort. Students will wish to know expectations for a high grade. Though constructing a rubric with a teacher may allay fears, there is initial suspicion of the new approach. Students must also learn to be part of the group. As with real life tasks, one person cannot conduct all research and make the entire presentation of the problem solution. Teachers also experience major adjustments. More preliminary work must be done, as they must learn to construct problems that assist students to learn appropriate skills and knowledge (Sage, 1998). And they must learn to facilitate, rather than direct, student learning.

References

Sage, R. (1998). Problems and Possiblities (pgs. 35-43). SCORE. [Online]. Available: http://score.rims.k12.ca.us/problearn.html. {March22, 2002].

Gallagher, S.A. & Stepien, W.J. (1993). Problem based learning: As authentic as it gets. Educational Leadership, 50(7), 25-8.

Barrows, H. (1985). Designing a problem based curriculum for the pre-clinical years. New York: Springer Publishing Company.