Problem-based Learning (PBL)

Problem-based learning (PBL) is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences.

PBL is based on the educational theories of Vygotsky, Dewey, and others, and is related to social-cultural constructivist theories of learning and instructional design.

Problem based learning has several distinct characteristics which may be identified and utilized in designing such curriculum. These are:

· Learning is driven by challenging, open-ended, ill-defined and ill-structured, practical problems.

· Students generally work in collaborative groups. Problem based learning environments may be designed for individual learning.

· Teachers take on the role as "facilitators" of learning.

· Instructional activities are based on learning strategies involving semantic reasoning, case based reasoning, analogical reasoning, causal reasoning, and inquiry reasoning, These activities include creating stories; reasoning about cases; concept mapping; causal mapping; cognitive hypertext crisscrossing; reason analysis unredoing; analogy making; and question generating;

· Use of real world problems - problems are relevant and contextual. It is in the process of struggling with actual problems that students learn content and critical thinking skills.

· Reliance on problems to drive the curriculum - the problems do not test skills; they assist in development of the skills themselves.

· The problems are truly ill-structured - there is not meant to be one solution, and as new information is gathered in a reiterative process, perception of the problem, and thus the solution, changes.

· PBL is learner-centered - learners are progressively given more responsibility for their education and become increasingly independent of the teacher for their education.

· PBL produces independent, life-long learners - students continue to learn on their own in life and in their careers.

(Adapted from Stepien, W.J. and Gallagher, S.A. 1993. "Problem-based Learning: As Authentic as it Gets." Educational Leadership. 50(7) 25-8 and Barrows, H. (1985) How to Design a Problem Based Curriculum for the Pre-Clinical Years.)

posted by: AIN NATHASHA BT OMAR (2009577355)

Taken from: wikipedia and stanford online sources.