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Problem-based learning is a constructivist instructional strategy. One of the first and most commonly cited examples of problem-based learning was introduced in 1960s medical education in Canada. It suggests learning will be more effective if learners are faced with a real-life practical problem they need to solve and
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 today2) and has also spread to other medical schools as well as other fields like nursing, law, engineering, management, business administration and other3)4).
Although problem-based learning can be implemented on a variety of ways, its main characteristics are the following5):
A possible flow of a problem-based learning course expects the following tasks from the students:
Problem-based learning can be a helpful method in the educational process, but it can also be viewed as a total education strategy8).
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 skills9).
An example of problem-based learning from an introductory course in psychology10):
PBL: Little Monsters | ||
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The problem: Coming home from work, tired and in need of a hot bath, Anita, an account manager, discovers two spiders in her tub. She shrinks back, screams, and runs away. Her heart pounds, a cold sweat is coming over her. A neighbor saves her from her difficult situation by killing the little animals using a newspaper. Explain what has happened here. | PBL activities: Activities begin with a discussion where unknown terms are clarified and students use their prior knowledge to describe processes underlying described phenomenon and develop theories. Issues that arise will be dealt with during individual learning. For example, students will learn about the nature of phobic fear, classical and operant conditioning in fear development, biological basis and evolutionary reasons for such responses, or treatment of phobic fears. Group will meet two or three times a week to discuss and see if students' understanding of the problem has deepened due to individual research. The tutor will stimulate discussion and monitor students' activity and contributions. Between group meetings individual learning and discovery takes place. |
Problem-based learning was addressed in criticisms of Kirschner et al.11) 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.12) and Hmelo-Silver et al.13) suggesting positive characteristics/improvements to problem-based learning and compatibility of it with the human cognitive structure like:
Yet most of the proves for these thesis seem not convincing enough, the positive effect of worked examples is still ignored and even though some of the above statements could improve problem-based learning, they oppose the basic assumption that problem-based learning is self-directed14)15)16):
Roberts, N. Problem Based Learning: Generic Problem Based Learning Essentials. Retrieved April 20, 2011.
The Interdisciplinary Journal of Problem-based Learning (IJPBL).
Schwartz, Peter. Problem-based learning: case studies, experience and practice. Routledge, 2001.
Savin-Baden, Maggi. A practical guide to problem-based learning online. Taylor & Francis, 2008.