Institute for Transforming Undergraduate Education

1. Problem-based Learning Workshop: Introduction to PBLSeptember 2009Richard Donham, Ph.D.Mathematics & Science Education Resource CenterLeader, ITUEUniversity of Delaware Institute for Transforming Undergraduate Education

2. What Is PBL? “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.

3. What are the CommonFeatures of PBL? • Learning is initiated by a problem. • Problems are based on complex, real-world situations. • All information needed to solve problem is not given initially. • Students identify, find, and use appropriate resources. • Students work in permanent groups. • Learning is active, integrated, cumulative, and connected.

4. Cholera and the Science of Medicine.

5. Learning Objectives for “Cholera” • Discuss & write about evidence, inference, explanations, predictions, communication • Work in a group on shared products • Improve communication skills (public presentations, writing required). • Full problem with teaching notes, learning objectives, etc available at: https://chico.nss.udel.edu/Pbl/index.jsp

6. Compare and Contrast PBL & Case Studies Alike Differ? PBL problems are often more open-ended PBL may require more student responsibility PBL always uses groups Progressive disclosure Engage students with realistic problems or issues Encourage communication and collaboration Assessment is in context, ongoing, connects story/problem to learning objectives

7. Background Challenges • Connecting to state & national science standards • Block scheduling of classes and its challenges • A growing emphasis on teaching students critical thinking skills

8. “Inquiry into authentic questions generated from student experiences is the central strategy for teaching science.” NSES, p31, 1996. “…careful inspection of methods which are permanently successful in formal education…will reveal that …They give pupils something to do, not something to learn; and if the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results.” John Dewey, Democracy and Education, 1916.

9. Characteristics Neededin College Graduates Excellent communication skills Ability to define problems, gather and evaluate information, develop solutions Address problems in a complex real-world setting Team skills – ability to work with others Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

10. Skills Used Frequently by Physics Bachelors in Selected Employment Sectors, 1994 Source: AIP Education and Employment Statistics Division

11. What are the Common Features? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not given initially. Students identify, find, and use appropriate resources. Students work in permanent groups. Learning is active, integrated, cumulative, and connected.

12. Subject-based Learning Degradative Cycle (Futile Cycle?) Energy and Raw Materials hot air Teachers Teach Students Forget Students Remember waste cellulose midnight oil Students Pass Exam By E. J. Wood, Department of Biochemistry & Molecular Biology, University of Leeds, Leeds, UK

13. The Problem-Based Learning Cycle Assessment (when desired) ENTRY Overview Problem, Project, or Assignment Mini-lecture (as needed) Whole Class Discussion Group Discussion Preparation of Group “Product” Research Group Discussion

14. Presentation of Problem Resolution of Problem; (How did we do?) Organize ideas and prior knowledge (What do we know?) Next stage of the problem Integrate new Information; Refine questions Group Process Pose questions, state learning issues (What do we need to know?) Reconvene, report on research; Assign responsibility for questions; discuss resources Research questions; summarize; analyze findings

15. A Typical Day…

16. “Hybrid” PBL Non-exclusive use of problem-driven learning in a class May include separate lecture segments or other active-learning components Floating or peer facilitator models common An entry point into PBL Reaches students at many levels

17. Effectiveness of PBL: Research Active and cooperative learning promote greater academic achievement, more favorable attitudes toward learning, increase persistence through SMET courses What are the desired outcomes? To increase knowledge? To change attitudes, build collaborative or problem-solving skills? Are the assessment instruments appropriate? Issues with many studies: randomization; uncontrollable variables; variants in PBL, resources, motivation Most research studies from medical education

18. General Trends from Research Content knowledge comparable to that found in traditional courses PBL leads to: Improvement in student attitude and clinical performance Deeper approach to learning Better interpersonal skills and attitudes towards patients

19. %Gain vs %Pretest on Mechanics Diagnostic test or Force Concept Inventory. From Richard R. Hake (1998). Interactive engagement vs traditional methods: A six thousand student survey of mechanics test data for intro. physics courses. Amer. J. Physics 66:64-74.

20. “….what (PBL instructors) would like are the assessment instruments that could document the improvement in students ability to learn on their own---their growth in intellectual maturity that translates into taking responsibility for learning throughout their lives.” Eberlein et al., 2008, p. 270.

21. Essential Features of Classroom Inquiry and Problem-Based/Case-Based Learning* *Inquiry and the National Science Education Standards, National Research Council, p. 29,.

22. Reflections and Questions