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instructional_design:problem-based_learning [2011/04/20 15:25] jpetrovic [What is problem-based learning?] |
instructional_design:problem-based_learning [2011/04/21 08:42] jpetrovic [Criticisms] |
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* 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.]])) | * 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**. | * 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. | * 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. | * 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**. | + | 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? ===== | ===== What is the practical meaning problem-based learning? ===== | ||
+ | |||
===== Criticisms ===== | ===== Criticisms ===== | ||
+ | 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 proved positive effects of **worked examples**. | ||
+ | |||
+ | A reply to these criticisms was written by Schmidt et al.(([[http://www.cogtech.usc.edu/publications/schmidt_etal_ep07.pdf|Schmidt, H. G, S. M.M Loyens, T. Van Gog, and F. Paas. Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist 42, no. 2: 91–97. 2007.]])) suggesting positive characteristics/improvements to problem-based learning and compatibility of it with the human cognitive structure like: | ||
+ | |||
+ | * activation of prior knowledge in the initial discussion of the group, | ||
+ | * training students in collaboration skills before a problem-based learning curriculum to decrease cognitive load, | ||
+ | * sequencing learning tasks simple to complex, | ||
+ | * recommending learning materials to students when they need help, | ||
+ | * guiding students when necessary to prevent them from losing too much time on irrelevant information. | ||
+ | |||
+ | Yet most of the proves of these thesis seem not convincing enough, the positive effect of worked examples is still ignored | ||
===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
+ | * **Problem-based learning**, **PBL**, **discovery-learning**, **self-discovery** | ||
===== Bibliography ===== | ===== Bibliography ===== | ||