Problem-Based Learning
by Julia (Suokko) Fabyan
Description:
Problem-based learning is were students solve high-level, critical thinking problems, as part of active learning. By working with their peers, students are solving "complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills" (Stanford University).
Haraism defines problem-based learning (PBL) as, "the use of a convincing scenario based on a realistic problem
presented to a student. Various aspects
of the problem may be presented from different perspectives” (Harasim, 71).
Family Tree:
Problem-based learning is part of the constructivist learning theory, According to Harasim, constructivist learning is based on:
1. Active Learning
2. Learning-by-doing
3. Scaffolded learning, and
4. Collaborative learning
Problem-based learning falls under active learning (Harasim, 71).
Instead of the teacher spoon-feeding the class information, students are learning by doing. "It teaches children to do something rather than teaching them about something" (Harasim, 71).
Instead of the teacher spoon-feeding the class information, students are learning by doing. "It teaches children to do something rather than teaching them about something" (Harasim, 71).
Related Websites:
References:
Harasim, L.
(2012). Learning theory and online
technologies. New York, NY: Routledge.
Stanford University Center for
Teaching and Learning (2001, Winter). Problem-based learning. Speaking of Teaching: Stanford University
Newsletter on Teaching, volume 11 (1). Retrieved from http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/problem_based_learning.pdf
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