The idea behind Problem-Based Learning (PBL) as a teaching method is actually quite simple: learn through confrontation with a problem. Learn what? PBL objectives typically include both content-specific objectives (facts, concepts, skills, algorithms) and problem solving and/or critical thinking talents.
A typical sequence looks something like this:
Note the key attribute -- the learning process begins with a question or problem. In a more traditional sequence , students are taught concepts and related skills and then asked to solve relevant problems.
Here is a more detailed discussion of the precise definition of "problem-based learning" provided by Jon Mueller, North Central College, Naperville, IL:
"Precision in language is important for communication, so it is worth our time working on definitions. Unfortunately, in my reading of the earlier literature on PBL, I found no precise statement as to the defining characteristics of the process that came out of McMaster and the medical schools. In trying to extract those defining characteristics from the original sources, here is what I came up with. A problem-solving process fits the definition of "problem-based learning" if it meets all of the following characteristics:
- the problem is presented to students prior to the learning of the requisite knowledge necessary for solving the problem
- the problem is "ill-structured" (which has been clearly defined by Barrows and others)
- solving the problem is a student-directed process
- teachers serve as facilitators (coaches) for the process
This combination of elements of a problem-solving situation creates a unique
opportunity to foster the vast array of critical-thinking skills
necessary for effective problem-solving. Obviously, medical students will be much
more able to direct their own learning. As K-12 teachers have learned, the amount of
student direction versus teacher facilitation will vary by age, problem, etc.
But as long as students play a significant role in the decision-making, the unique
qualities of PBL can be met.The most unique attribute of PBL is the first one listed above --
attacking a problem before learning the relevant material. The vast majority of
projects, word problems and other problem-solving activities ask students to apply
what they have already learned or what is given to them. Consequently, a number
of decisions are made for the students. PBL asks the students to learn how
to make these decisions for themselves.There are a number of other characteristics commonly found in PBL that I
would consider variable (non-essential) characteristics. Confusion in
defining something often comes in confusing those characteristics that a concept
must have to be an example of that concept versus those characteristics that an
example may possess but do not define the concept. Rectangles must have four right
angles (defining characteristic) but are not always 12" long (variable characteristic).
Thus, for something to be called PBL I would argue that it only has to meet the
four characteristics listed above, but PBL often includes some of the following variable
characteristics as well: students work in groups students assume/are given roles
solution is presented to authentic audienceIn conclusion, I offer my interpretation of the literature which says
that if your students are engaged in a problem-solving process that meets all of
the four characteristics above call it problem-based learning. If it does not
meet all the characteristics call it something else. As Sara noted, unfortunately we
do not have a complete taxonomy and set of definitions for all the types of
problem-solving. But I think we do have a clear definition of problem-based
learning."
As more and more classrooms become connected to the Internet, the Web can play a prominant part in the process of "searching for relevant information and methods."
For a more indepth look at the philosophy, assumptions, and methods of PBL, visit the Southern Illinois University School of Medicine PBL web site(http://edaff.siumed.edu/DEPT/Index.htm).
Let's take a look at a well articulated example. The link below will connect you to a PBL activity and format developed and tested at Maricopa Community Colleges in Arizona. The particular problem presented involves purchasing and financing an automobile (business math), but the format of the problem presentation, the support materials, and the role descriptions provided are useful to any teacher designing a PBL learning activity. Before you click away from this page, please note the following:
Now click here (http://www.mcli.dist.maricopa.edu/pbl/materials.html) to visit the Maricopa Community College PBL site.