PBL

WHAT IS IT ??????

Dr. Nooraida Yakob PGT 311E

PROBLEM-BASED LEARNING
DEFINITION Experiential learning(mind-on, hand-on) organized around the investigation & resolution of messy, real world problems challenges students to learn creative thinking, shared responsibility, individual responsibility for learning, problem development, analyzed of problems

Cont

DEFINITION

A pedagogical strategy for posing significant, contextualized real world situation & proving resources, guidance & instruction to learners as they develop content knowledge Provide authentic experiences that foster active learning, support knowledge construction & naturally integrate school learning & real life

In Problem-based Learning
Learning viewed as enhancing students ability to abstract meaning & interpret perceived reality More student-centered classroom style Learning outcome appear to be less fact-based & more related to conceptual change

The learning results from the process of working towards the understanding of a resolution of a problem.

Characteristics of PBL
Challenging and open-ended problems Work in a small collaborative groups Teachers as facilitators

Cont Characteristics of PBL

As a result, PBL Enhance content knowledge Foster the development of communication, problem-solving & self directed learning skills

Role changes
In PBL, the roles of teachers and students change : Student : As a problem solvers- identify the root problem and the conditions needed for a good solution pursuing meaning and understanding

Cont Role of students

Becoming self-directed learners Team participation As a result,
greater responsibility for their own learning, more feelings of accomplishment, setting the pattern for them to become successful life-long learners.

Role of teachers
As a problem solving colleagues
model interest & enthusiasm for learning

Cognitive coaches
nurture an environment that supports open inquiry

Encourage students participation

provide appropriate information to keep students on track

Cont role of teachers

Avoid negative feedback Becomes subject matter expert, resource guide & task group consultant, tutors and evaluators

Discussions
A group of 6, what are the differences between the role of Traditional and PBL Teachers and Students 10 minutes.

Role of Traditional Teachers and Students

Students as passive learners but active listeners Teachers as information sources or a source of solution

PBL can change the teachers and students role

Still in your group

Which one do you prefer ? Give 5 reasons..

WHY PBL?????
Acquiring subject matter knowledge Motivating students to learn Helping student retention The learning is long-term and embedded rather than dependent on rote recall Developing students thinking skills The learning emphasizes meaning rather than fact accumulation

Cont.why PBL
Facilitating students learning how to learn Encouraging students to integrate knowledge from different subjects, disciplines & sources Deeper understanding of learning Having a sense of belonging & friendship Having fun and more exciting

Cont.why PBL
Student-centered & problem focused Development of interpersonal, collaboration, and negotiation skills Development of life-long learning skills Producing graduates that can hit the floor at work after graduation

How PBL Works????

Before starting PBL, should have: A small group of students (usually 5-8 students) Usually has a student chairperson, scribe & reader of problem Has a real life ill-structured problem

Getting starts the PBL

Presented with a problem Discuss the problem in a small group
Clarify the facts of the case Define what the problem is List its significant parts Brainstorm ideas based on the prior knowledge

Cont. Getting starts the PBL

Generate hypotheses Identify what they need to learn to work on the problem What they do not know Reason through the problem Specify an action plan for working on the problem

Cont. Getting starts the PBL

Engage in independent study on their learning issues outside the tutorial i.e doing research(library,database,etc) Having a group discussion, sharing the information, peer teaching and working together on the problem

Draw a conclusion as to nature of the problem and the best fit solution

Cont. Getting starts the PBL

Present, discuss the solution and defend your conclusion Final presentation

Steps in PBL(summary) in a small group

Step 1

Step 2

Step 3

Problem presented to group

Group discussion

Individual research

General agreement

Final presentation
Step 5

Group discussion
Step 4

The Process of PBL

The steps can be repeated and recycled Step 3-4 may be repeated and review as new information becomes available and redefines the problems Step 3 can occur more than once-especially when teachers place emphasis on going beyond the first draft.

During the process

The teachers take on the role as facilitators learning So they guide the learning process rather than provide the knowledge But the guidance is faded as the group members take on the facilitators role or as the learners gain expertise.

 According to Merrill(2002), he suggests changing problems by adding components to make them more realistic
Guidance

Components

Components

Components

Guidance is progressively faded

A Typical PBL Cycle.. summary

A student reads the problem aloud in group Students identify the facts, What they know Students identify Learning Issues, What they dont know Students identify what could be going on, their ideas to move them forward in exploration Students make decisions about how to proceed.

Cont.More PBL Cycle

Students acquire new information through research or additional resources Students test their ideas against new knowledge, re-rank ideas as needed Students continue to acquire new information and integrate it with that they know Students arrive at most viable and defendable hypothesis/solution

PBL Process Chart

Facts
What do we know?

Integration
Apply learned information to the problem

Hypotheses

Problem

Synthesize content; generate ideas and explanations

Pursuit
Acquire new information

Learning Issues
What do we need to know?

Features of a PBL problems

According to Bridges(1992) suggests, the problem should created with the following components : Introduction Content Learning objectives Resources

Cont. Features of a PBL problems

Expected outcome Guiding question Assessment exercises Time frame

Cont. Features of a PBL problems

According to Albanese & Mitchell (1993), guidelines for problem : Common situation to serve as a prototype for other situation Significant Prevention is possible

Cont. Features of a PBL problems

Cover objectives Task oriented Complex enough to incorporate prior knowledge

The best format for problems : Unorganized Unsynthesized Open minded

Allows for students processing

Format of Problems
Scenarios Puzzles Diagrams Dialogue Quotations Cartoons Emails Posters Video clips, etc

Example of PBL
Why are sugar maple trees are dying? Why are some frog species are becoming extinct? How come some lakes are crystal clear but there are no fish in it? Why does the paint on some cars look so bad? Why does the paint peel off bridges?

Cont. Example of PBL

Acid rain is responsible for many of the serious environmental problems Task : As a member of "Students for a Safer Environment", your group has been invited to write a feature article for the environment section in your local newspaper

Cont. Example of PBL

What Happened into The Cell? Syazwan was working in the laboratory with his group to experiments on electrochemical cells. They had created a circuit with a light bulb and an electrochemical cell consisting of copper and silver electrodes, a 1M AgNO3 solution, a 1M Cu(NO3)2 solution, and a salt bridge of a sodium nitrate solution. While they were watching the light bulb

Eg

Please answer the following questions:

Situation 1: Ahmad bumped a beaker of water above the desk, which spilled water into the AgNO3 compartment. They observed the light bulb dim and the cell potential reading on the voltmeter was increased. 1. Answer the following questions about the electrochemical cells.
In this system what kind of reaction occurs in the each of the cell? Calculate the standard cell potential using electrode potentials.

2. What is changing in electrochemical cells? 3. Write the equilibrium constant, K, for the total reaction of the cell. 4. What happened when pure water poured into the AgNO3 solution? How does this situation affect the equilibrium constant, K, and reaction rate? 5. Is there a relationship between the reaction rate, and electron flow, glow of the light bulb, and cell potential?

Situation 2:
1.

2.
3. 4. 5. 6.

If Syazwan added a spoon of solid AgNO3 into the 1M AgNO3 solution and then a spoon of solid Cu(NO3)2 into the 1M Cu(NO3)2 solution, What would happen to the light bulb and the cell potential reading on the voltmeter? Explain the relationship between increased concentration of electrolytes in any of the compartments and the rate of reaction. What is the effect of electrolyte concentration in the anode on cell potential? What is the effect of electrolyte concentration in the cathode on cell potential? In light of your answers to the questions above, explain the relationship between cell potential and electrolyte concentration. What concepts do you need to learn to define this interesting situation?

Remember !!!!!!!!
The problems in PBL is not a question that first the students receive inputs of knowledge eg. Lecture, handouts and then apply this knowledge to a problem they are presented with later in the learning process

If its the case, it is not PBL but a problem solving

Problem in PBL
ill-structured problems which is real-life and authentic not teachers exercise (with many potential
solutions)

Messy not tidy Incomplete in the sense of lacking information

Cont. Problem in PBL

Presented to the students at the start of the learning process Force students to name what they need to learn to work on the problem

Cont. Problem in PBL

As a result :
Students need not only to acquire knowledge but also understanding what the problems are that give rise to the knowledge in question
Student need to gain knowledge, understanding & experience of how knowledge is gain (the process through which problems are resolved The problems will no longer be problematic.

Here Is What We Want To Have Happen

Create learners who : Know what they know with confidence Know what they do not know with confidence Can effectively and efficiently access new information and integrate it with existing knowledge Apply the new information to problem resolution

At the End of the Day

Students know what they know with confidence Students can identify what they do not know/need to know Students can efficiently and effectively acquire new information, integrate it with existing knowledge, use it to move towards problem resolution

Advantage of PBL
1. Emphasis on meaning, not facts
Student retain & use little what they memorize in classroom situation PBL attempts to break the memorization process by engaging students in structuring solutions to real-life problem, so the students are actively engaged in meaningful learning

2. Increased self direction

Students assume increased responsibility for their learning because they pursue solutions Students use self-selected resources' more often such as on-line journals, etc Alter their view of instructors from a source of test answers to a possible resource to solve relevant problems

Cont..increased self-direction
Therefore help students become more competent in information-seeking skills

3. Higher Comprehension & Better Skill Development

When problem are engaged, difficult and useful, higher levels of comprehension & skill development occur Real-world contexts and consequences not only allow learning to become more profound and durable but increase the transferability of skills and knowledge from classroom to work

4. Interpersonal Skills and Teamwork

Incorporates collaborative teams in solving of relevant problems Promotes student interaction & teamwork Therefore, enhancing students interpersonal skills such as peer evaluation, how to present & defend their plans

5. Self-Motivated Attitude
Researchers found PBL increase attendance and attitudes More interesting, stimulating, enjoyable learning method and offers a more flexible & nurturing way to learns Less threatened by their environment

ContSelf-Motivated Attitude
More able to pursue learning independent Help students increasingly become more selfmotivated & independent learners

6. Facilitator-Student Relationship
Create tutor-student relationship The increase student contact is beneficial to the cognitive growth of the students

7. Level of Learning
Increased because : Better at activating prior knowledge Learn in a context resembling their future context Elaborate more fully on the information presented so this will promote mental processing, understanding and recall

Disadvantage of PBL
1. Academic achievement
Researchers doubt about the ability of students The breadth of content knowledge covered because in PBL- the focus is on the specific problem

Non-standardized form of assessment are employed

2. Time Demands
Teachers/instructors have not resound supported the movement towards PBL
Why..

Because the time requirement to assess student learning, prepare course material , etc

3. Role of Student
Assumption of students about their teachers as the main disseminator of knowledge Teachers become subject-matter expertise and memorization is required by the students

As a result :
Students appear to lost the ability to simply wonder about something Often express difficulties with self-directed learning

4. Role of Teachers
Teachers need to alter their traditional teaching method Should act more as facilitator than disseminator of information Should focus their attention on questioning student logic & belief, provide hints to correct erroneous student reasoning and keeping students on track

Cont. Role of Teachers

Because of this, the role will be foreign to some teachers Have trouble breaking out their past habits So the traditional teaching method is preferred

5. Appropriate Problems
To generate a proper question is the most critical of PBL Teachers should create a problem which is problematic to the student, something that cannot be resolved with the current level of knowledge and way of thinking about the issues

6. Student Assessment
In PBL, method such as written examination, practical examination, concept maps, peer assessment, self assessment, facilitators assessment, oral presentation, written reports Because it differs from traditional assessment, teachers will have trouble in doing that assessment