1.8C Problem 5 Summary

1.8C Problem 5
A Problem or A Solution to a Problem?

Problem Based Learning Approach
PBL- collection of carefully constructed problems, presented to small groups of students
with problems consisting of descriptions of observable phenomena that can be
understood in terms of underlying theoretical explanation
 Comprise phenomena to-be-explained central to particular domain study
 Scaffolding for student independence
 Strongly influences by cognitive psych
 Based on sensory-memory-working-memory-long-term-memory model
 Can incorporate guidance structures to be adapted to level of learner expertise
 Differs from other group-based instruction, with problem coming first
 Varies from conventional curricula as focused on flexible knowledge application,
not direct knowledge application
1. Initial discussion: group task- construct tentative theory explaining
phenomena described, based on previous knowledge
- Expressed as underlying process, principle, mechanism
2. As knowledge is limited, questions arise to be used as learning goals for
individual learning
3. Study sources of info relevant to the problem
- Can chose own sources or have search component reduced via restricted
resources
4. Discuss findings/critical appraisal of knowledge found in second session
5. In discussion, try to find out whether understanding of problem has deepened
- Different views of the problem discussed
- Students elaborate on difficult topics
6. Group guided by tutor to stimulate discussion, evaluate progress made,
monitor how much group members contribute to group’s work
PBL attempts to create learning enabling students to:
a) Learn in context of meaningful problems
b) Actively construct mental models helping understanding problems with
existing knowledge
c) Learning through sharing thoughts about problems w/ peers
d) Develop self-directed learning skills
Two processes crucial to PBL
1. Activation of prior knowledge
o Initial problem discussion helps activate pre-existing knowledge, which
will facilitate comprehension of info read
 Novices often have knowledge that’ll help
 Activation of prior knowledge via discussion facilitates
understanding/remembering new info
 Even if small relevance to problem or incorrect
 Most helpful if students have limited knowledge
2. Elaboration
o Aims to increase interaction between already available knowledge and
new info:
 elaboration by self-explanations integrates new info into
knowledge base in long-term memory
PBL Curricula
a) Students in small groups (collaborative learning- evaluation of self-study
findings occurring in small groups of students)
b) Receive training in group collab skills before instruction
c) Task is to explain phenomena in problems, in terms of underlying principles
d) Discuss problem, activating prior knowledge
e) Tutor facilities learning
f) Tutor has instruction booklet provided by problem designer
g) Resources for self-directed study by students

, Training Group Collab Skills
 much train students in unfamiliar instructional technique, before it starts, to
reduce addition extraneous cognitive load causes by new techniques
 PBL training focuses on:
a) Mastering translating problems into learning goals
Seven steps (at EUR)
1. Term clarification
2. Problem definition
3. Brainstorm
4. Problem analysis
5. Learning goals
6. Learning goals to guide studies
7. Share findings in meetings
= helps simplify learning situ, more predictable expectations
b) Structuring group communication process by learning roles required for top
group performance
 Trained in roles facilitating tutorial group
o Chair and scribe

Key Elements of PBL
 Curriculum Level
o Problems
 Need to be understood in terms of underlying theoretical
explanations, so need certain characteristics to make them student
suitable
 5 rules for effective problems:
1. Build on prior knowledge
 Influence’s quality and quantity of new knowledge acquired
 Brainstorm impossible if don’t have some knowledge
 Too difficult problems= frustrate and loose motivation, too
easy= boring and unmotivating
o Must tune to prior knowledge, such as balanced
structure
2. Elicit discussion
 must be able to discuss based off of knowledge elicited by
problem
 easier to discuss if contain cues eg. debateable views
 well structure problems- lead to little discussion as have
one solution by applying limited set of rules
 ill structured problems- lead to much discussion as
multiple solutions and can be solved it multiple way (usually
more representative of real life)
3. Stimulate SDL
 Learning goals encourage SDL and guide self-study
 Further stimulated if ill structured, as multiple routes mean
students likely become puzzled and are motivated to find
out more during self-study
o Tutor should identify knowledge gaps here
4. Encourage knowledge integration and transfer
 Needs to stimulate knowledge integration and transfer
 Info should be presented in broad context, so students
understand problem purpose/relevance
o increases meaningful context which may promote
transfer
5. Relevant for student’s professional future
 Reduces gap between learning situ and praxis, as become
more similar
o Small Group Collaboration
 Ideally consist of 6-10 students