Problem-based Learning is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem.
Problem-based approaches to instruction are rooted in experience-based education. Research and theory on learning suggest that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. PBI is facilitated problem solving where student learning is organized around a complex problem that does not have a single correct answer.
PBI typically starts with the presentation of the problem rather than a lecture or reading assignment intended to impart discipline-specific knowledge to the student. Students engage with the problem, generate ideas and possible solutions, determine what they currently know and do not know, establish learning goals, conduct research to acquire the knowledge and skills needed to develop a viable solution to the problem, reflect on the problem utilizing the new information, and reflect on their problem-solving process (Savery & Duffy, 1995).
Problem-based approaches to instruction are rooted in experience-based education. Research and theory on learning suggest that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. PBI is facilitated problem solving where student learning is organized around a complex problem that does not have a single correct answer.
PBI typically starts with the presentation of the problem rather than a lecture or reading assignment intended to impart discipline-specific knowledge to the student. Students engage with the problem, generate ideas and possible solutions, determine what they currently know and do not know, establish learning goals, conduct research to acquire the knowledge and skills needed to develop a viable solution to the problem, reflect on the problem utilizing the new information, and reflect on their problem-solving process (Savery & Duffy, 1995).
Critical to the success of the PBL approach is the selection of ill-structured problems (often interdisciplinary) and a tutor who guides the learning process and conducts a thorough debriefing at the conclusion of the learning experience.
Characteristics of problem-based learning:
Characteristics of problem-based learning:
- Students must have the responsibility for their own learning.
- The problem situations used must be ill-structured and allow for free inquiry.
- Learning should be integrated from a wide range of disciplines or subjects.
- Collaboration is essential.
- Outcomes of self-directed learning must be applied back to the problem with reanalysis and resolution.
- Reflection and debriefing on what has been learned is essential.
- Self and peer assessment is required at the completion of each problem and curricular unit.
- The activities carried out in problem-based learning must be those valued in the real world.
- Examinations must measure student progress towards the goals of problem-based learning.
- Problem-based learning must be the pedagogical base of the curriculum.