institute for transforming undergraduate education
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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?. - PowerPoint PPT PresentationTRANSCRIPT
Problem-based Learning Workshop: Introduction to PBL
September 2009
Richard Donham, Ph.D.Mathematics & Science Education Resource Center
Leader, ITUEUniversity of Delaware
Institute for Transforming Undergraduate Education
“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 Is PBL?
What are the CommonFeatures 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.
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
•Connecting to state & national science standards•Block scheduling of classes and its challenges•A growing emphasis on teaching students critical thinking skills
Background Challenges
“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 Neededin College Graduates
Quality Assurance in Undergraduate Education (1994)Wingspread Conference, ECS, Boulder, CO.
ExcellentExcellentcommunication skillscommunication skills
Ability to define problems, Ability to define problems, gather and evaluate gather and evaluate
information, develop solutionsinformation, develop solutions
Address problems Address problems in a complex real-world settingin a complex real-world setting
Team skills – Team skills – ability to work with othersability to work with others
Skills Used Frequently by Physics Bachelorsin 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.
12
Subject-based Learning Degradative Cycle (Futile Cycle?)
Energy and Raw Materials
Teachers Teach
StudentsRemember
Students Pass Exam
Students Forget
hot air
midnight oil
waste cellulose
By E. J. Wood, Department of Biochemistry & Molecular Biology, University of Leeds, Leeds, UK
Overview
Problem, Project, or Assignment
Group Discussion
Research
Group Discussion
Preparation of Group “Product”
Whole Class Discussion
Mini-lecture(as needed)
Assessment(when desired)
The Problem-Based Learning CycleENTRY
Presentation of Problem
Pose questions, state learning issues (What dowe need to know?)
Organize ideas and prior knowledge(What do we know?)
Assign responsibility for questions; discuss resources
Research questions; summarize; analyze findings
Reconvene, report on research;
Integrate new Information;Refine questions
Resolution of Problem;(How did we do?)
Next stage of
the problem
“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 PBLReaches 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 problem-solving 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 Feature Supportive Aspects of PBL/CSLearner engages in scientifically oriented questions
Realistic, complex, messy problems; more than one solution, or more than one pathway to resolution
Learner gives priority to evidence
Students identify what they know, what they need to know, set priorities for learning, develop self-assessment skills
Learner formulates explanations from evidence
Student communicate & collaborate with team members
Learner connects explanations to scientific knowledge
Students do research (identify sources of information)
Learner communicates and justifies explanations
Products that require communication, written and oral.
Essential Features of Classroom Inquiry and Problem-Based/Case-Based Learning**Inquiry and the National Science Education Standards, National Research Council, p. 29,.