Problem-based learning
2. Problem-based learning
Problem-based learning (PBL) is one of the proven methods of constructive pedagogy. This method was first used in the 1960 in medical cases at McMaster University in Canada.
One of the widely-known conclusions of constructivist pedagogy is that integrating new knowledge also requires that the new information appears useful to students. Students become active participants during problem-based learning as they work in smaller groups. Individual thinking as well as communication with peers play a very important part in this process. Discussions and debates in groups as well as joint experience and knowledge all contribute to the development of students' problem solving skills.
When using this method, students start by examining and interpreting a specific problem. Then the members of a student group gather and organise the information related to the problem. The group reaches a conclusion (which may be either wrong or right) together, trying to achieve a consensus. Individual and teamwork are equally important in this job. Each group presents a solution for the problem to be followed by discussion and evaluation.
Problem-based teaching requires a different attitude and work methods both from the teacher as well as from the students. It means that the preparation and classroom activities are different from the traditional ones.
PBL steps:
Preparations
Work is done in small groups. Each group may have 4-7 members depending on the number of students in the class and the topic discussed. The activities assigned by the teacher must be motivating, interesting and close to real life. In addition to describing the problem, it is also important to specify the time frame and the result of the work (e.g. lecture, model, programme, etc.).
Problem analysis
Just like with other group-based methods, roles must be assigned within the group. A moderator, a speaker, a keeper of the minutes and a timekeeper are required. After distributing the roles, the group discusses the directions leading to the solution to the problem as well as the possible tasks. It is important that all group members participate actively, study and discover the problem from all angles, without which there is a slim chance of solving the problem.
As seen from the above, the teacher assumes a larger role in the above processes than in the case of PBL. The teacher acts as a tutor, information source and consultant with no participation in group meetings.
Identifying objectives
After the brainstorming session, the group has to make consensus-based decisions as to which activities (e.g. research, experiment, literature, interviews, etc.) they will make within the available time period. It is then that hypotheses and questions to answer are raised. After setting their goals and tasks, students will discuss their schedule and who is responsible for which activity.
The solution
As part of this step, students complete the preassigned tasks to solve the problem in a combination of individual and group work. Based on the description, the PBL process appears to be linear, but depending on the actual situation, groups can return to an earlier step if justified, and can repeat certain work processes in cycles.
Synthesis
A key step in problem solving is summarising the solution and turning it into a form suitable for presentation to the other groups. In this step, students can identify new concepts and knowledge acquired during the process. This is important because by doing so, they identify not only the "external" product but also the individual result. Similarly important is the overview and evaluation of the work process by all members of the group.
When taking the traditional path of education, teachers first get students acquainted with the learning material and then try to use that material in practice. PBL is a method where students get to know the new learning material themselves via problem solving.