1. Dr. Nakia Pope and Dr. Chitra Chandrasekaran
CETL Workshop Spring 2014
Texas Wesleyan University

2.  What is problem based learning?
 How is it used?
 What are the benefits? Disadvantages?
 How does it fit in with current learning
theory and practice?

3. What is it?
 Student-centered,
active learning via
problem solving
 Instructor is seen
as a facilitator, or
tutor
PBL is a constructivist approach to learning
Who uses it?
 Introduced first in
McMaster Univ.
medical school
(Neville, 2009)
 University level
◦ Science, law, education,
business, engineering
 Primary/Secondary
(K-12)

4. Instructor-Centered Student-Centered
 Objectivist
◦ Guided instruction
◦ Knowledge viewed as
a separate construct
independent of the
individual
◦ Role of the learner is
to acquire knowledge
(learning objectives)
 Constructivist
◦ Facilitated instruction
◦ Knowledge is
constructed by the
individual based on
previous experiences
◦ Learner incorporates
new knowledge by
adjusting their own
experiences

5.  Enhances content knowledge
 Promotes critical thinking, collaboration, and
independent learning
 May be more reflective of “real-world” situations
they would encounter in a job setting
 Student outcomes data support the use of PBL
(Hmelo-Silver et al, 2007)
◦ Middle school science standardized tests; 13-14%
improvement
◦ Reduction in achievement gap seen in certain
groups
◦ Positive effects on physician competence (Koh et
al, 2008)

6.  Kirschner et al. ; 2006 : Why Minimal Guidance
During Instruction Does Not Work: An Analysis of
the Failure of Constructivist, Discovery, Problem-
Based, Experiential, and Inquiry-Based Teaching
 The authors argue :
◦ guided instruction (objectivist approach) best
supports the way humans learn
◦ their data supports that constructivist approaches
are consistently less effective that guided
instruction. (Kirschner et al, 2006)

7.  Problem-based learning is not in this
category of minimally guided instruction.
(Schmidt et al., 2007)
 Inquiry learning and problem based learning
employ a technique known as scaffolding that
enhances learning (Hmelo-Silver et al, (2007)

8.  In Kirschner et al.’s original article, there is a
statement :
◦ “…Roblyer, Edwards, and Havriluk (1997) reported
that teachers have found that discovery learning is
successful only when students have prerequisite
knowledge and undergo some prior structured
experiences.” (Kirschner et al, 2006)
 Newer papers have sought to synthesize the
opposing viewpoints, emphasizing the merits
of both approaches

9.  PBL and Science Education
 Guiding examples for me in using
PBL in my courses
 Reflections of PBL use in my
instruction

10.  Scientific method=PBL? Yes.
◦ Hypothesis driven (the “problem”)
◦ Choosing the approach (problem-solving, critical
thinking)
◦ Analysis of data provides direction (open-ended)
 Laboratory instruction=PBL? Maybe.
◦ Cookbook approaches, especially in freshman
courses
◦ What is the best way to incorporate PBL in
laboratory instruction?
 Independent Research =PBL. Yes

11.  7 Essential Elements (adapted from Larmer
and Mergendoller, 2010):
◦ Meaningful Content
◦ Engagement of Students
◦ A Driving Question
◦ Student Autonomy (Voice and Choice)
◦ Modern skills
◦ Inquiry/Innovation
◦ Time for reflection, feedback, and revision

12.  Opportunity for undergraduate students to
participate in genomics research.
 Collaboration between primarily
undergraduate institutions and Washington
University in St. Louis (Dr. Sarah Elgin, Dept
of Biology).

13.  Meaningful Content
and A Driving
Question:
◦ Students “decode” a
novel region of a
chromosome
◦ Fundamental to
understanding key
principles of gene
function
 Engagement of
Students
◦ Students were (and
are) offered
authorship in peer-
reviewed publications
All images from gep.wustl.edu

14.  Modern skills
◦ Exposure to
research databases
and tools
◦ Access to state of
the art facilities at
Washington
University
 Inquiry/Innovation
All images from gep.wustl.edu

15.  Biology 4412: Techniques in
Molecular Biology (2008-2011)
◦ Two weeks of content instruction
(demos, etc)
◦ Students assigned their piece of
chromosome and supporting
documentation
◦ Students had open class time/lab
time for 3 weeks to work on their
project
 Computer lab
 Independence and Collaboration
◦ Students wrote their results in
scientific paper style and presented
their results in an oral presentation

16.  Junior/Senior course: Pretty good
◦ Had multiple class and laboratory classes
◦ Students had time to learn mechanics and had
prerequisite knowledge
◦ Students formed collaborative groups
◦ Instructor (me) got out of the way
◦ Open-ended questions; real world problems

17.  PBL can be a very effective tool in engaging
students
 What I learned:
◦ Students (and instructors) need time
◦ How you pose the problem is critical
◦ Balance between the individual and the group
◦ For me, some mix of guided instruction/discovery
learning seems to work the best
 What I still do not know
◦ How to evaluate student learning gains when using
different approaches

18.  Websites
◦ Genomics Education Partnership (gep.wustl.edu)
 Literature Cited
◦ Neville, A.L. (2009). Med Princ Pract 18:1-9
◦ Kirschner, P.A., Sweller, J., and Clark, R.E. (2006). Educ
Psych 41:75-86
◦ Hmelo-Silver, C.E., Duncan, R.G., and Chinn, C.A. (2007).
Educ Psych 42:99-107
◦ Koh, G. C.-H.; Khoo, H. E.; Wong, M. L.; Koh, D. (2008).
Canadian Medical Association Journal 178 (1): 34–41
◦ Larmer J. and Mergendoller, J.R. (2010) Educational
Leadership 68 (1)