The document provides an overview of problem-based learning (PBL). It defines PBL as an educational approach that uses real-world problems as the stimulus and focus for student learning. Students work collaboratively in small groups to identify what they need to learn and independently research the problem before reapplying their knowledge to find solutions. The key characteristics of PBL are that it starts with an open-ended problem, incorporates self-directed learning, emphasizes critical thinking and problem-solving skills over memorization of facts alone. PBL aims to better prepare students for professional practice through active engagement with authentic problems.

1. Session 4
Problem-Based Learning:
An Overview
What is PBL?
Why PBL?
How to do PBL?
BEd (Secondary)
ES001: EDUCATIONAL PSYCHOLOGY:
LEARNERS AND LEARNING

2. What is Problem-Based Learning (PBL)?
“An education process that requires the learner to go through the
same activities during learning that are valued in the real world…
The intent is to challenge the learner with problems found in
practice both as a stimulus for learning and as a focus for organizing
what has been learned for later recall and application to future
work.”
(Professor Howard Barrows as quoted
in Boud & Feletti, 2001)
01/29/15 2

3. What is Problem-Based Learning (PBL)?
The essence of problem-based instruction involves the
presentation of authentic and meaningful situations that
serve as starting points for student investigation and inquiry.
01/29/15 3

4. 01/29/15 4
Theoretical Bases of PBL

5. 01/29/15 5
Characteristics of PBL
• The problem is the starting point of learning
• Subject matter is organized around the problems rather than
the discipline
• Forces the students to work and learn the basic principles of
the subject in the context of solving a problem
• Real world problem – appeared unstructured
• Problems call for several sources of knowledge
• Self-directed learning is primary
• Students assume major responsibility for
information/knowledge acquisition.

6. Characteristics of PBL
• Learning is collaborative, communicative and co-operative
• Peer learning, peer teaching & group presentation are
essential
• Role of teacher: facilitates & coaches through questioning and
cognitive coaching.
• Development of inquiry & problem solving skills is as
important as content knowledge acquisition
• Production of artifacts + exhibits
• The learning environment of PBL is characterised by
openness, active student involvement, + an atmosphere of
intellectual freedom
01/29/15 6

7. JUST-IN-CASEJUST-IN-CASE
VSVS
JUST-IN-TIMEJUST-IN-TIME
LEARNINGLEARNING
JUST-IN-CASEJUST-IN-CASE
VSVS
JUST-IN-TIMEJUST-IN-TIME
LEARNINGLEARNING
01/29/15 7
©2003 Tan, Oon Seng

8. 01/29/15 8
A Model of Curriculum Shift
Conventional Approach PBL Approach
Content
Teacher Students
Problem
Solvers
©2000 Tan, Oon Seng

9. 01/29/15 9
PBL At-A-Glance
An educational methodology that involves:
 Real world challenges
 Higher order thinking skills
 Interdisciplinary learning
 Independent learning
 Information mining skills
 Teamwork
 Communication skills

10. Why PBL?
Some Learner Outcomes
PBL was not designed to help teachers convey huge quantities of
information to students.
Inquiry, Critical
Thinking + Problem-
Solving Skills
Integration of
curricula knowledge
into the solution of
authentic problems
Teamwork,
Presentation,
Communication
Skills
Skills for
Independent
Learning, Intrinsic
Motivation

11. 01/29/15 11
PBL Learner Outcomes
• Increased knowledge retention
• Integrated and relevant knowledge
• Enhancement of intrinsic interest
• Reasoning skills
• SDL skills
• Collaborative learning
• Becoming motivated and lifelong
learners

12. PBL Objectives
For learners to go through the same activities during learning
that are valued in the real world

13. The PBL
Process
Self-Directed
Learning
Self-Directed
Learning
Self-Directed
Learning
Self-Directed
Learning
Tan, O.S. (2003)

14. 01/29/15 14
The Problem-Solving Cycle: An Example
1. Define the main problem
2. Identify subsidiary issues and research questions
3. Generate possible explanations, hypotheses
4. Make links to relevant theories and research
5. Generate alternative solutions
6. Choose appropriate solutions
7. Test out the chosen solutions
8. Evaluate results/outcomes
DYNAMIC AND ITERATIVE

15. Meeting the Problem
 Problem scenario acts as a stimulus to scaffold and extend a
realistic context students may encounter in the future
• Developing collegiality
• Individual reading, reflection and inquiry
• Commitment to team roles and the group
• Brainstorming and articulation of probable issues
• Reaching consensus on the problem statement
• Commitment to deliberate on the problem scenario and
problem analysis
01/29/15 15

16. Problem Analysis and Learning Issues
 Students’ prior knowledge is activated
 Ideas are generated that call for further learning
 Students are required to work independently on their own, searching
for information through various resources (e.g., books, journals,
Internet resources)
• Brainstorming & analysis of problem (e.g., generation of possible
explanations and hypotheses)
• Identification of learning issues and formulation of learning
objectives
• Assignment of self-directed learning and peer teaching tasks
 PBL facilitator prompts to ensure key areas are not overlooked
01/29/15 16

17. 01/29/15 17
Discovery and Reporting
 Students report their discovery of learning to their own groups
• Peer teaching
• Students gather to share the new information they have
individually discovered
• Group collaboration and communication skills through
questioning and seeking of further information from each
other

18. Solution Presentation and Reflection
• Present solution to problem scenario
• Reflect on and evaluate their knowledge, understanding and
approach
• Contextualize and apply knowledge to the situation
• Demonstrate their new knowledge
• Sometimes, more questions may be asked
01/29/15 18

19. Overview, Integration and Evaluation
• Closure to the problem based learning
• PBL facilitator summarizes and integrates what has been
learned and highlights gaps in knowledge
• Students critique their learning resources (e.g., value,
reliability and usefulness for future learning)
• Reflect on the new knowledge they have learned as a result
of the problem
• Members of groups also evaluate their performance as
learners in terms of being problem-solvers, self-directed
learners, and as members of the team
01/29/15 19