Problem-based learning: what and how do students learn? (original) (raw)
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Problem-based learning: future challenges for educational practice and research
Grave, Ineke H A P Wolfhagen & Cees P M van der Vleuten CONTEXT Problem-based learning (PBL) is widely used in higher education. There is evidence available that students and faculty are highly satisfied with PBL. Nevertheless, in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well-structured, and dysfunctional tutorial groups. PURPOSE The aim of this paper is to demonstrate that PBL has the potential to prepare students more effectively for future learning because it is based on four modern insights into learning: constructive, self-directed, collaborative and contextual. These four learning principles are described and it is explained how they apply to PBL. In addition, available research is reviewed and the current debate in research on PBL is described. DISCUSSION It is argued that problems encountered in educational practice usually stem from poor implementation of PBL. In many cases the way in which PBL is implemented is not consistent with the current insights on learning. Furthermore, it is argued that research on PBL should contribute towards a better understanding of why and how the concepts of constructive, self-directed, collaborative and con-textual learning work or do not work and under what circumstances. Examples of studies are given to illustrate this issue.
The goal of this study to expand a version to develop a model to examine the effectiveness of using a problem based learning (PBL) approach as a method of facilitating students' achievement, and incorporating the literature of PBL approach for educational purpose. Therefore, this research hypothesizes that use PBL approach effect on students' learning motivation, students 'thinking, students' learning difficulties on learning, students' learning style, and students' learning skills that in turn, affect students' achievements. To achieve the research goal, the research employed a questionnaire as the main data collection method and dispensed it to 88 university students all of whom use PBL approach. The findings were obtained via a quantitative research method, Structural Equation Modeling (SEM). This research found a significant relationship between PBL approach with students' learning motivation, students 'thinking, students' learning difficulties on learning, students' learning style, and students' learning skills that in turn, affect students' achievements. Hence, the research indicates that PBL approach enhances the students' achievements, and allows to sharing knowledge, information and discussions, and therefore, we recommend students to utilize PBL approach for education purpose and should have encouraged them through lecturers at universities. INDEX TERMS Problem based learning approach, structural equation modeling (SEM), students' achievements.
Problem-based learning as an instructional method
Problem-based learning (PBL) methods have revolutionized the field of medical education, since its introduction almost 40 years ago. However, there are many un-answered questions on the benefits and effectiveness of PBL. The supporters and critics of PBL continue to dispute the merits of cognitive foundation of PBL based approach. This paper performs a literature review of the different systemic reviews and meta-analysis which have addressed the effectiveness of PBL. Evidence presented in these reviews show that PBL does not impact knowledge acquisition, but impacts application of knowledge. There is no unequivocal evidence in favour of PBL that it enhance learning. More work is needed to identify appropriate outcome measures in-order to analyze the effectiveness of PBL.
The process of Problem-Based Learning: What works and why
"OBJECTIVES In this review, we portray the process of problem-based learning (PBL) as a cognitive endeavour whereby the learner constructs mental models relevant to problems. Two hypotheses are proposed to explain how learning is driven in PBL; an activation– elaboration hypothesis and a situational interest hypothesis. METHODS Research relevant to these hypotheses is discussed. In addition, research studying the effects of various support strategies used in PBL is reviewed. Finally, we summarise a number of recent studies in which a new ‘micro-analytical’ methodology was used to trace the process of PBL in the natural classroom setting. CONCLUSIONS We conclude that there is considerable support for the idea that PBL works because it encourages the activation of prior knowledge in the small-group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to ‘hard’ scaffolding represented by, for instance, worksheets or questions added to problems. Small-group work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self- study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL."
teACHeRs’ VIeWs ABoUt PRoBLeM-BAseD LeARnInG
2014
Today teacher-centred instruction is in decline, while learning and teaching approaches putting student in the centre and aiming to encourage them to learn by doing and living started to take place in the curricula. One of these methods is problem-based learning. In problem-based learning, individuals construct their own knowledge, provide solutions to the problem they have encountered in the beginning and test their own hypothesis. As indicated in literature, problem-based learning has several contributions to learning process. Problem-based learning provides improvement for problem solving skills, self efficacy beliefs (Kaptan & Korkmaz, 2002; Hmelo-Silver, 2004; Yaman & Yalcın, 2005) self directed learning skills, critical thinking skills and cooperative learning skills (Sonmez & Lee, 2003; Akinoglu & Tandogan, 2007; Araz & Sungur, 2007; Tarhan & Acar, 2007). With this method students may arise their metacognitive skills to higher levels and their metacognitive awareness and moti...
Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving skill and cognitive learning outcome through the implementation of problembased learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problemsolving skill was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problemsolving skill. The student skill to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.
Problem-Based Learning: A Process for the Acquisition of Learning and Generic Skills
4th International Research Symposium on PBL 2013, 2013
"This research seeks to explore how problem-based learning (PBL) supported learning and the acquisition of generic skills in preuniversity college students. Eighty participants from a local private institution participated in this study. The topic of study was the inheritance of Huttington’s disease, under the subject of Genetics. Students were trained in two PBL learning sessions on another topic before the actual intervention. Feedback on the implementation of PBL were gathered through written responses at the end of the three-week PBL session. Analyses of the written responses showed the strength of PBL in supporting learning and the acquisition of generic skill. Students reported positively in terms of acquiring various skills such as problem solving, critical and analytical thinking, communication, team work, life-long learning and self-directed learning. This research further support the value of implementing PBL as an approach towards teaching and learning "
2002
Rapid technological and social changes and developments in the world put high demands on individuals. The high demanding world increases the pressure on educational systems to be more effective. "Therefore, educators have looked at constructivist pedagogical designs that are based of cognitive and social interactions in problem-centered environments" (Greeno, Collins, & Resnick, 1996; Savery & Duffy, 1994). It is claimed that the active learning emphasized in PBL promotes self-directed learning strategies needed for lifelong learning. Self-directed learning is related with cognitive ability, selfconcept, and achievement. Therefore, it is important to determine curricular elements of problem-based learning that cause self-directed behaviors among its students. Problem-based curriculum is student centered, students attempt to identify and solve a problem with their existing knowledge, they identify knowledge deficits and generate appropriate learning issues, they independently search the learning issues, critiquing the resources used for research, and apply the new knowledge to the problem, and students in the small group collaborative reflection on self-directed behavior improve students' self-directed behaviors. It is believed that discussions in the tutorial group, content to be tested, lectures, tutor, and reference literature also impact iii on students' self-directed behaviors. Most of the studies about problem-based learning and self-directed behaviors have been carried out among college students more particularly among medical students. On the other hand elementary students have different characteristics than do medical students. The basic elements of problem-based curriculum, which affect students' self-directed learning behaviors, require some changes and modifications so that they can be effectively applied to elementary-aged students.