4. Ditching content-centered teaching
Problem-based learning was born in
the 1970s in the context of university
medical education in Canada. A group
of professors at the university realized
that traditional teaching was not
adequately addressing the educational
needs of their students
They realized that there was a need
for a more practical application,
focused on the student and the
development of skills applicable in
their own professional field
5. PBL arises from the need to banish lectures that
prioritize theoretical content to give way to a new
methodology focused on the student
This teaching-learning process starts with a practical
problem applicable to reality that the student must
solve with the help of the group, thus developing social
skills of interaction in small groups, encouraging critical
thinking and meaningful learning
7. What does PBL offer?
Main characteristics of this teaching method (Morales and Landa, 2004):
01
Centered on the student instead
of the content 04 Working in small groups
02 Teacher as facilitator or guide 05 Problem at the center of the task
03 Skills development 06 Self-managed learning
8. What does PBL offer?
Unlike traditional teaching, problem-based learning is student-centered
and on a problem to be solved
Through problem-solving as a group, students develop valuable skills
for their professional lives
This process is carried out in an autodidactic manner by the student, the
teacher being a guide during the process
10. Effects on the learning process
Positive effects of PBL on learning are as follows (Morales and Landa, 2004):
01
Constructive rather than
receptive process 05
Development of metacognition
02
Benefits of social interaction in
small groups 06
Encourages meaningful learning
03
Enhances motivation
07
Promotes cognitive conflict
04
Promotes cooperation and
collaboration 08
Broadens the Zone of Proximal
Development
11. Effects on the learning process
01
In short, problem-based learning
contributes to learning by doing so
that the learner is an active subject
rather than a passive recipient
of content
02
It also promotes the development of
practical skills related to the
problem, as well as transversal skills
derived from cognitive development
and social interaction and
collaboration fostered by this
methodology
13. Sources consulted
■ Morales, P. and Landa, V. (2004). Aprendizaje basado en problemas. (“Problem-Based
Learning.”) Revista Theoria, 13 145-157. ISSN 0717-196X
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