Problem-Based Learning Background
A presentation to CHAINLInC
by Joe Cave and Jane Hester
January 27, 1997
WHAT IS PROBLEM-BASED LEARNING?
There are numerous approaches to and definitions of Problem-Based Learning. The definition we subscribe to is that first developed at the Illinois Math and Science Academy by Bill Stepien and others. This approach was modeled after the Southern Illinois University Medical school's approach.
Bill Stepien is currently at the Northern Illinois University's Consortium for Problem-Based Learning and here is his definition of PBL: "Problem-Based Learning is a system for organizing portions of a school's curriculum around ill-structured problems that help students simultaneously acquire new knowledge and experience in solving problems."
CHARACTERISTICS OF PROBLEM-BASED LEARNING?
- Students meet an actual or simulated situation (based upon a real-world model) at the opening of a unit. The situation is the envelope containing a problem to be solved.
- The problem to be solved is ill-structured. It must be analyzed through inquiry and investigation before it can be resolved. Ill-structured problems provide an effective learning environment because they:
- lack important information when first encounted requiring the learner to hypothesize, question, collect data, and think,
- only reveal their complexity through investigation and are liable to change as inquiry progresses,
- defy solution by simple formula requiring the application of reason, and
- require action (solution) even when the problem solver is 100% sure of the "right" answer because data might be missing, in conflict or able to be interpreted from different perspectives.
- Students must solve real problems, not just learn heuristics: teachers coach for growth in metacognition and critical thinking.
FLOW OF ACTIVITY DURING A PROBLEM-BASED UNIT
- Opening & Engagement;
Students, in the role of an authentic problem solver, meet a situation containing an ill-structured problem.
- Investigation & Inquiry;
Students search for data and recycle through the reasoning process as they 1)define their problems and 2)consider appropriate solution(s).
- Solution Building;
Students design ethical solutions likely to produce desire outcomes.
- Debriefing;
Teacher helps students focus on metacognition and review substantive issues in the problem.
WHAT IS A PROBLEM?
A complex (1) question, task or issue proposed for resolution (2) through inquiry (3).
(1) A matter to be resolved, made up of interrelated parts, some having strong emotional or ethical componets.
(2) An action or solution is expected that can be justified based upon its likelihood to be effective and ethical.
(3) Resolution is reached, usually from a range of alternatives, through the application of reason, not simple formula.
Authors:
Joe Cave and Jane Hester (jcave@fnal.gov)
Created: January 3, 1997
Updated: January 26, 1997
www-ed.fnal.gov/linc/chain/jan97/pbl/background.html