PBL: what we know and want to learn.

PBL theories of learning

Constructivism created by Piaget (1968) & Vygotsky (1978)

Key concepts (Ozer, 2004)

Learning is an active process where learners build on their prior knowledge through experience.

Social interaction and cultural context are key elements.

Impact on PBL (Ozer, 2004)

Students construct new knowledge through hands-on experiences, collaboration, and reflection.

Students are encouraged to discover, experiment, and problem-solve, which aligns with the idea that learners build upon their existing knowledge and understanding.

Social Learning Theory created by Bandura (1977)

Key concepts (Sprouts, 2022)

Learning occurs through observation, imitation, and modeling.

Social context and interactions are essential for learning.

Impact on PBL (Sprouts, 2022)

Fosters social learning by encouraging group work, peer feedback and interaction.

Students learn not only through their own actions but also by observing and discussing with their peers and mentors.

Situated Learning Theory created by Lave & Wenger (1991)

Key concepts (Smith, 2003, 2009)

This theory is most effective when it takes place in an authentic context where learners are actively engaged in real-life situations.

Impact on PBL (Smith, 2003, 2009)

Typically addresses real-world problems and challenges.

Designed to reflect authentic, real-life scenarios, making the learning process relevant and meaningful.

Experimental Learning created by Kolb (1984)

Key concepts (EPM, 2020)

Learning is a process whereby knowledge is created through the transformation of experience.

It involves a cyclical pattern of concrete experience, reflective observation, abstract conceptualization, and active experimentation.

Impact on PBL (EPM, 2020)

Places students in situations where they can engage in concrete experiences. (i.e. building a product or designing a plan) reflect on their process, develop new ideas and test their hypothesis).

Cognitive Load Theory created by Sweller (1988)

Key concepts (Lovell, 2020)

Learning is most effective when the cognitive load is appropriately managed, avoiding overloading the working memory, and providing cognitive support when necessary.

Impact on PBL (Lovell, 2020)

Manage complex information and tasks. By breaking projects into smaller, manageable tasks, scaffolding learning activities and providing resources and guidance.

Self- Determination Theory (Ryan & Deci, 2017)

Key concepts (Ryan & Deci, 2017; Lopez-Garrido, 2023)

learners are more motivated hen they feel competent and related to others.

Impact on PBL (Ryan & Deci, 2017; Lopez-Garrido, 2023)

enhances intrinsic motivation by giving students a sense of ownership and autonomy over their learning.

Students make choices how to approach the project and are encouraged to set their own goals.

Collaboration also helps students.

Connectivism (Downes, 2010; Siemens, 2005)

Key concepts (Downes, 2010; Siemens, 2005)

Learning is a process of connecting specialized information sources, knowledge is distributed across networks.

Learning happens through interaction with people, resources and technologies.

Impact on PBL (Downes, 2010; Siemens, 2005)

Encourages students to access and use various resources (online tools, experts, peers) to gather information and solve problems.

Emphasizes the idea that knowledge is not fixed but constantly evolving as students interact with networks and information sources.

Issues in PBL

Students not actively participating (Liu & Yuan Liu, 2021).

Example

Korean students often show blind respect for teachers, preferring to stay quiet rather than question or challenge them (Liu & Yuan Liu, 2021).

Cultural norms

Many people are accustomed to staying silent with contrasts with PBL’s interactive nature (Liu & Yuan Liu, 2021).

Personal experience

Grew up shy and avoided speaking out or questioning teachers.

Taught to respect certain adults (parents, elders, teachers) without questioning them.

Believed teachers’ words were absolute.

Change in perspective

Exposure to PBL taught me that questioning teachers is acceptable.

Realized it improves both my learning and the teacher’s understanding.

Teachers and teaching assistants are accustomed to traditional teaching methods (Liu & Yuan Liu, 2021).

Focus of PBL

Primarily directed towards students, leaving teachers with less emphasis on learning PBL themselves (Liu & Yuan Liu, 2021).

Challenges for new teachers

Learn from experienced teachers who use traditional methods.

After leaving school, they may not continue learning about PBL unless tey seek it out independently.

Impact on teachers

Frustration when required to implement PBL.

Possible loss of patience and passion for teaching.

Personal connection

My younger brother struggled in a u-prep calculus course because his teacher only taught one way to solve problems and lacked clear explanations.

I helped him learn the topic by reteaching myself multiple methods to better his understanding.

I realized how easy it was to forget concepts without regular practice.

Intense demands on faculty to implement PBL (Ram et al., n.d.)

Time is a huge factor in implementing PBL, time teachers do not usually have.

How does PBL help students?

Teaches students valuable research skills

How to find accurate and reliable information.

Solidifying that not all online information is trustworthy.

How to verify sources for accurate information.

Comparing multiple websites for consistency in information.

Checking for key details.

Author's name

Publication date

Title

Signs of authenticity

Objectivity

Source of information

Author's authority

Reputable publisher

Teaches students communication skills

Group work

Personal experience

I realized the importance of good communication skills.

This skill prevents confusion and helps us stay focused.

Allows students to practice their ability to communicate efficiently when they work collaboratively.

Making sure students are understanding the concepts.

When educators ask if there are any questions before moving on, it allows students to voice if they need more clarification.

Ensuring the classroom is a safe space that allows questions and to pause to go over something that needs to be clarified.

Problem-based models (Norman & Schmidt, 2016)

Traditional Problem-Based Models (Norman & Schmidt, 2016)

Focuses on students working in small groups to solve an ill-structured problem. Students learn through the process of finding and analyzing information, developing solutions, and reflecting on the learning process.

Steps to use in education in medical education, history classes and STEM subjects

1. Introduction

2. Problem analysis and research

3. Hypothesis and solution development

4. Solution presentation

5. Reflection

The Case-Based Learning (CBL) Model (Norman & Schmidt, 2016)

Focuses more on analyzing specific case studies, often used in professional programs like law, business or healthcare.

Steps to use in education in business, law education and social sciences

1. Case introduction

2. Problem identification

3. Research and solution development

4. Presentation of solutions

5. Feedback and reflection

Inquiry-Based Learning (IBL) (Norman & Schmidt, 2016)

Student-driven inquiry and discovery. It is less about solving a specific problem and more about students exploring a topic or question in depth through investigation.

Steps to use in education for science, literature and math

1. Questioning

2. Exploration and research

3. Hypothesis Formation

4. Investigation

5. Conclusion and reflection

Design Thinking Model (Norman & Schmidt, 2016)

Creative problem-solving is particularly common in design, engineering, and business. It emphasizes empathy, ideation, and prototyping and testing solutions.

Steps to use in education for engineering, art and design courses and business

1. Empathize

2. Design

3. Ideate

4. Prototype

5. Test

Collaborative Problem Based Learning (Norman & Schmidt, 2016)

Emphasizes working collaboratively to solve problems, combining elements of PBL with a focus on teamwork, communication, and collaboration.

Steps to use in education for environmental science and literature

1. Group formation

2. Problem research

3. Collaboration

4. Presentation and peer review

5. Reflection

Flipped Problem-Based Learning (FPBL) (Norman & Schmidt, 2016)

Blends the principles of PBL with the flipped classroom approach, where students are introduced to content before class through videos or readings and engage in problem-solving activities during class.

Steps to use in education for engineering and history classes

1. Pre-class preparation

2. In-class problem solving

3. Reflection and Iteration

4. Final presentation

What is PBL? (Ram et al., n.d.)

Problem-based learning (PBL) is a student-centred approach in which students learn about a subject by working in groups to solve an open-ended problem.

Goals for future learning

I would like to learn more about the challenges teachers may face by implementing PBL in classrooms.

I would like to learn about the long-term benefits of PBL for students.