{"id":2553,"date":"2024-01-31T23:04:00","date_gmt":"2024-01-31T23:04:00","guid":{"rendered":"https:\/hungryminds.wpenginepowered.com\/learning-methodologies-and-activities-copy\/"},"modified":"2024-09-26T15:38:40","modified_gmt":"2024-09-26T05:38:40","slug":"problem-based-learning","status":"publish","type":"post","link":"https:\/\/hungrymindfrstage.b6229vtntb-95m32eoel3rv.p.temp-site.link\/en\/problem-based-learning\/","title":{"rendered":"Problem Based Learning"},"content":{"rendered":"\t\t
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Written by Annette Devilee<\/strong><\/p>

prepared as part of the assessment for her Master of Learning Science and Technology (MLS&T) at The University of Sydney. 2008.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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What is Problem Based Learning and why should we use it?<\/h3>

The term \u201cProblem-Based Learning\u201d (PBL) was originally developed by Barrows and Tamblyn (1980) for medical education. It is based on the Constructivist Theory of Learning.<\/p>

PBL is a pedagogical strategy that uses open ended \/ ill-structured problems that mirror real-world problems. The authenticity of the problems helps students to transfer their knowledge and skills beyond the classroom, preparing them for the workplace and life in a rapidly changing world. The open ended nature of problems gives students the flexibility to approach it from different angles, to take different thematic sidelines according to their personal interests. This gives them control of the learning process, capturing their interest and motivating them to learn.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Lewis et al. (1998) emphasises that the act of posing problems is integral to the process of solving problems. Finding or posing problems is a creative endeavor that can occur prior to, during, or after the act of problem solving. By keeping the problem definition open, the students can \u201cframe and reframe\u201d their perspective on a problem so they reach \u201cgoal clarity\u201d. Educational psychologists have discovered that solving a problem is a back-and-forth (recursive) process, not a linear one (Pea, 1985). In this way the student takes ownership of the problem thus enhancing their engagement and responsibility for the learning process.<\/p>


\u201cTeachers organise instruction around learning problems that pique student\u2019s interest, challenge their current understandings, set the intended curricular concepts in meaningful contexts and allow students to explore ideas, pose interpretations or hypotheses, test their ideas, apply them in other contexts, and reflect on their learning.\u201d (Jonassen et al., 2003, p 13).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Problem Based Learning Principles<\/h3>

Slavery and Duffy (1995) suggested a list of principles for PBL.<\/p>