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--- instructional_design:problem-based_learning [2011/04/20 15:05]
jpetrovic [Bibliography]
+++ instructional_design:problem-based_learning [2011/04/20 17:04]
jpetrovic [What is the practical meaning problem-based learning?]
@@ Line 13: / Line 13: @@
 In the 1960s at the McMaster University in Canada it was noted that medical education students were mostly bored during their classes, until they reached a stage where they were supposed to work with patients and try to help them solve their problems. It was then decided that biomedical problems, analyzed in small groups would be introduced into whole educational process, what remained a practice until today(([[http://www.extension.usask.ca/cjuce/articles/v34pdf/3426.pdf|Jubien, P. Problem-Based Learning in Canadian Undergraduate and Continuing Medical Education. Canadian Journal of University Continuing Education 34, no. 2: 111–125. 2008.]])) and has also spread to other medical schools as well as other fields like nursing, law, engineering, management, business administration and other(([[http://onlinelibrary.wiley.com/doi/10.1002/tl.37219966804/pdf|Barrows, Howard S. Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning 1996, no. 68: 3-12. December 1, 1996.]]))(([[http://books.google.hr/books?id=z0c9AAAAIAAJ&printsec=frontcover&dq=The+Challenge+of++Problem-Based+Learning&hl=hr&ei=6cCuTceROszrOd6jge4B&sa=X&oi=book_result&ct=book-preview-link&resnum=1&ved=0CCsQuwUwAA#v=onepage&q&f=false|Boud, D. J., & Felleti, G. (eds.). The Challenge of  Problem-Based Learning. New York: St. Martin’s Press, 1991.]])).
-Although problem-based learning can be implemented on a variety of ways, its main characteristics are the following(([[http://onlinelibrary.wiley.com/doi/10.1002/tl.37219966804/pdf|Barrows, Howard S. Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning 1996, no. 68: 3-12. December 1, 1996.]])):
+Although problem-based learning can be implemented on a variety of ways, its main **characteristics** are the following(([[http://onlinelibrary.wiley.com/doi/10.1002/tl.37219966804/pdf|Barrows, Howard S. Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning 1996, no. 68: 3-12. December 1, 1996.]])):
   * Problem-based learning is a **learner-oriented approach**. "//Under the guidance of a tutor... the students must take **responsibility for their own learning**, identifying what they need to know to better understand and manage the problem on which they are working and determining where they will get that information...//"(([[http://onlinelibrary.wiley.com/doi/10.1002/tl.37219966804/pdf|Barrows, Howard S. Problem‐based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning 1996, no. 68: 3-12. December 1, 1996.]]))
-  * Learning occurs in **small groups** with usually less than ten members and collaboration with other learners is necessary.
+  * Learning occurs in **small groups** with usually 5-8 members and collaboration with other learners is necessary.
   * Teacher has the role of a facilitator. Not by correcting students or providing them knowledge and guidance but by **asking questions** that the learners should be asking themselves in order to better understand the subject and by encouraging them to **apply their knowledge**.
   * New (possibly interdisciplinary) information is acquired through **self-directed learning** and has to be applied on the problem.
   * The **problem** learners are dealing with must be similar to **real-world** problems, **motivating** and **ill-defined** to enable multiple hypotheses to be constructed.
-A possible **flow of a problem-based learning course** includes the following tasks from the students:
+A possible **flow** of a problem-based learning course expects the following tasks from the students:
-  * be **presented with a problem**
+  * be **presented with a problem** with characteristics described above,
-  * **discuss**, clarify the problem and develop a plan for further working on the problem
+  * **discuss**, clarify the problem (activate prior knowledge(([[http://www.cogtech.usc.edu/publications/hmelo_ep07.pdf|Hmelo-Silver, C. E, R. G Duncan, and C. A Chinn. "Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. 2006]]))) and develop a plan for further working on the problem,
-  * **work on the problem independently**
+  * **work on the problem independently** and learn through self-discovery,
-  * **share and discuss** their individual approaches and work together
+  * **share and discuss** their individual approaches and work together,
-  * **present their solutions**
+  * **present their solutions** to the problem, and
-  * **review** what they have learned
+  * **review** what they have learned.
-Problem-based learning can be a helpful method in the educational process, but it can also be viewed as a **total education strategy**, as described by Barrett et al in "Handbook of Enquiry and Problem-Based Learning".
+Problem-based learning can be a helpful method in the educational process, but it can also be viewed as a **total education strategy**(([[http://www.nuigalway.ie/celt/pblbook/|Barrett, Terry, Iain Mac Labhrainn, and Helen Fallon. Handbook of Enquiry and Problem-Based Learning: Irish Case Studies and International Perspectives. CELT, NUI Galway, 2006.]])).
-Different experimental results have been obtained using problem-based learning, but generally showing not much difference in declarative knowledge in students learning through problem-based design and those not using it. Still, there is evidence that problem-based learning **supports development of reasoning skills, problem-solving skills and self-directed learning skills**((For details see: [[http://www.cogtech.usc.edu/publications/hmelo_ep07.pdf|Hmelo-Silver, C. E, R. G Duncan, and C. A Chinn. "Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. 2006]])).
+Different experimental results have been obtained using problem-based learning, but generally showing not much difference in declarative knowledge in students learning through problem-based design and those using classical teaching methods. Still, there is evidence that problem-based learning **supports development of reasoning skills, problem-solving skills and self-directed learning skills**(([[http://www.cogtech.usc.edu/publications/hmelo_ep07.pdf|Hmelo-Silver, C. E, R. G Duncan, and C. A Chinn. "Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. 2006]])).
 ===== What is the practical meaning problem-based learning? =====
+Problem-based learning was addressed in [[learning_paradigms:constructivism&#criticisms]] of Kirschner et al.(([[http://www.google.hr/url?sa=t&source=web&cd=1&ved=0CBoQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.169.8810%26rep%3Drep1%26type%3Dpdf&rct=j&q=Why%20minimal%20guidance%20during%20instruction%20does%20not%20work&ei=yvSuTaKGCoySOuetze4B&usg=AFQjCNGIE4wsl4Fg5fVtGlt3UdZOoLrP2A&cad=rja|Kirschner, P. A, J. Sweller, and R. E Clark. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist 41, no. 2: 75–86. 2006.]])) These criticisms mostly refer to cognitive load imposed by lack of guidance, possible frustration caused by lack of knowing what is important, what should be learned and where these information can be obtained. It also ignores the positive effects of worked examples.
 ===== Criticisms =====
 ===== Keywords and most important names =====
+  * **Problem-based learning**, **PBL**, **discovery-learning**, **self-discovery**
 ===== Bibliography =====

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