This document compares and contrasts problem-based learning questions and the Socratic method. It discusses that problem-based learning uses authentic real-world problems to engage students in an inductive learning process where they address problems to learn content. The Socratic method uses disciplined questioning to explore ideas from multiple perspectives and uncover assumptions. Both methods aim to develop critical thinking and make students active participants in their learning, but they differ in their approach - problem-based learning focuses on problem-solving while the Socratic method uses questioning to stimulate discussion. The document also notes challenges of each approach and how questioning can support independent learning.

1. Introduction
Larry A. Doxtater
AET / 531
Schalette Gudger
3 Sep 2013

2. COMPARISON
OF THE
QUESTIONS
Problem Based Questions
Authentic Assignments based on real world
problems
inductive: students learn the content as
they try to address a problem.
Student centered, active, interactive, collaborative,
highly context-specific
Critical thinking
Socratic Questions
To clarify
Probe Assumptions
Probe reasons and evidence
Viewpoints and Perspectives
probe implications and consequenc
Questions about the Question

3. The Socratic Method
is disciplined questioning that can be used to explore thought in many
directions and for many purposes:
• to explore complex ideas
• to get to the truth of things
• to open up issues and problems
• to uncover assumptions
• to analyze concepts
• to distinguish what we know from what we don’t know, and
• to follow out logical implications of thought

5. The PBL Method
Orients students toward fact-collecting to
discover solutions to real
world problems:
Authentic assignments
Inductive
Builds on/challenges prior learning
Context-specific
Problems and ambiguous and require meta-cognition
Collaborative & Interdependent

7. ANALYSIS &
CHALLENGES Socratic Questions
• Fact and
Opinion.
• Opportunity to
exercise critical
thinking of
Student's prior
knowledge.
• Facilitator’s
role is to steer
learners in the
right direction.
• Questions should
challenge student’s
misconceptions and
cognitive state.
Problem Based Questions
• Facilitators empower students to
become self-directed and independent
learners.
• Better long-term knowledge retention
for PBL students.
• Potential to structure knowledge so
that acquisition and recall are
optimized.
• Valid acceptable measures of the
outcome can be difficult.

8. PBL &
SOCRATIC
QUESTIONS
SUPPORT
INDEPENDENT
LEARNING
Questioning.
Thinking.
Understanding.
IT HAS TO MEAN MORE THAT GETTING THE CORRECT ANSWER

9. Self-manage.
and volition in initiating and maintaining my
y learning goals and decide what I want to lea
of my responsibility to make my learning mea
Challenging task.
SELF-DIRECTED
LEARNING

10. My Five Questions
1. Are mobile learning devices a good choice for
your classroom? Why or why not?
2. Mobile learning devices can provide many
benefits to your curriculum, but there are
challenges that you need to consider when
implementing them in the classroom. What are those
challenges?
3. Mobile learning devices can also provide many
benefits what might some benefits be of having them
in the classroom?
4. What types of technological integration tools
are available and how can they improve learning in
the classroom?

11. Your Questions
Conclusion

12. References
Bernadette, G., (2010) Problem Based Learning, the Socratic Method and Semiotic Mediation – A Case Study. Retrieved from
https://www.scss.tcd.ie/postgraduate/msctl/current/Dissertations/MScTL_Bernadette%20Garry.pdf
Gallow, D., (n.d) Problem based learning faculty institute: What is Problem-Based Learning?
Retrieved from http://www.pbl.uci.edu/whatispbl.html
UMICH.edu. (n.d.) Problem solving: The six types of problem solving questions. Retrieved from
http://www.umich.edu/~elements/probsolv/strategy/cthinking.htm
Ornstein, A. C. (1988, February). Questioning: The essence of good teaching—part II. . Retrieved
http://www.sagepub.com/upm-data/6605_walsh_ch_1.pdffrom