Problem-based learning (PBL) is a student-centered pedagogy where students learn through solving open-ended problems. It was first developed by Barrows in 1968 at McMaster University. The goals of PBL are for students to acquire usable knowledge, develop reasoning skills, and stay current by applying knowledge to new problems. PBL follows principles like self-directed learning, group-based learning with teachers as facilitators, and learning skills like problem-solving and teamwork. It involves a six-stage process from identifying problems to refining solutions. Technology serves as a mediator for collaboration but the quality of learning depends more on the thinking processes students engage in.

1. Lesson 2
Problem-Based Learning and
Project-Based Learning
Bernaneth O. Oraa
IV-BEED
A

2. What is
Problem-Based Learning

3. Problem-Based Learning
 Problem-based learning is a student-
centered pedagogy in which students
learn about a subject through the
experience of solving an open-ended
problem found in trigger material.
The end goal of PBL is to ensure that the
target the learning competencies are

5. PBL was developed by Barrows and
utilized at McMaster University in 1968 for
the first time. Barrows proposed the
following three objectives of PBL:
Students acquire knowledge that is
retrievable and usable.
Students develop the cognitive skills
appropriate for reasoning.
Students extend and improve knowledge
to remain current with new problems that

6. Ali (2019) described PBL as a process that
is used to identify problems with a scenario
to increase the knowledge and
understanding.
5 Principles of PBL:
1. Independent and self-directed learning.
2. Learning happens in a group and
teacher is a facilitator.
3. All groups have to participate equally.
4. Students’ learn about motivation,
teamwork, problem-solving and

7. Lo (2009) proposed a six stage process in
the adoption of the online PBL:
1. Identifying the problem-current issues
that do not have just one answer or one
definite solution;
2. Brainstorming – generate ideas; tackle
the problem through self-directed
questioning; arouse students’ intrinsic
motivation’
3. Collecting and analyzing the information
– assigning group members to collect
information; posting what they found and

8. 4. Synthesizing information – solving the
problem through relevant data
synthesized; knowledge building;
5. Co-building knowledge – presentation
of the solution to the learning
problem/issue; and
6. Refining the outcomes – giving of
feedback and suggestions by the
instructor to help students improve;
learning from other group’s

9. Role of Technology
Bower, Hedberg and Kuswara (2010)
stresses that technology is simply the
mediator for collaboration and
representation and that is the type of
task and thinking processes in which
students engage that determines the
quality of learning.

10. Productivity tools such as those for
writing, presentations, spreadsheets,
etc. are also available to assist
learners and teachers in
accomplishing required tasks and
outputs from PBL activity.
PBL is about developing higher order
thinking skills. Therefore, the
taxonomy of objectives should be