P-+Problem-Based+Learning

=Problem-Based Learning= =Michael Garcia= =ITEC 800= = Fall 2008=

Contents: Problem-Based Learning History Strengths and Weaknesses Basic Steps Post-Hole Problems Example-Puffy the Paramecium Example-The Family Bakery Example-WISE Personal Thoughts References  = Problem-Based Learning =

Problem Based Learning (PBL) is an approach to learning that challenges students to learn through engagement in a real problem. In PBL there is a movement away from a focus on teaching towards a focus on learning. The context for learning is highly content-specific. A key feature is that it is student-centered. Problem-based learning has five defining characteristics: 1.	The starting point for learning is a problem. 2.	The problem is one that students are to apt face (as future physicians). 3.	Subject matter is organized around problems rather than the disciplines. 4.	Students assume a major responsibility for their own instruction and learning. 5.	Most learning occurs within the context of small groups rather than lectures (Bridges & Hallinger, 1993).

Learners are confronted with an ill-structured situation that reenacts the kinds of problems they may face if they were a practitioner of the discipline being studied. Characteristics of ill-structured problems are: (a) more information than what is initially available to the learners, is needed to understand the situation/problem for them to decide what actions are required for resolution; (b) no single formula exists for conducting an investigation to resolve the problem; (c) as new information is obtained, the problem changes; and (d) students can never be 100% sure they have made the “right” decision (Barrows, 1985).

PBL is a mirror image to traditional instruction wherein the lesson ends in a problem after basic instruction of facts and skills. In PBL instruction begins with a problem. In a relevant context, learners determine what facts and skills they need to work through the problem as solutions are developed and proposed. In other words, students learn the content as they try to address a problem. Teaching content through skills is one of the primary distinguishing features of PBL.

The method requires students to become responsible for their own learning. The students assume the roles of scientists, historians, doctors, or others who have a real stake in the proposed problem. Learners work collaboratively in small groups in order to find solutions to problems set in real-world situations. It fosters problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers. Teachers also take on new roles as models by thinking aloud with the students and practicing behaviors they want the learners to use. The teacher acts as a facilitator keeping students on track by monitoring their progress and asking questions to move the students forward in their process. The teacher is not the only source of information but instead guides the students as they search for appropriate resources. To encourage the students’ independence, the teachers then fade into the background and assume the role of colleagues on the problem-solving team (Stepien and Gallagher, 1993).

The goal of PBL is not to find the solution to a problem but for students to learn concepts and develop critical thinking skills. (Harper-Marinick and Levine) PBL was designed to help students:

1.	Construct an extensive and flexible knowledge base; 2.	Develop effective problem-solving skills; 3.	Develop self-directed, lifelong learning skills; 4.	Become effective collaborators; and 5.	Become intrisically motivated learners (Hmelo-Silver, 2004)

 = History =

Problem-based learning was originally developed to introduce the use of meaningful thinking skills in graduate-level medical education (Barrows, 1985). The modern history of problem-based learning began in the early 1970s at the medical school at McMaster University in Canada (Rhem, 1998). PBL developed as the faculty felt there was a need to prepare their graduates to think critically and solve complex problems. Before the introduction of PBL, the standard practice in medical schools had been to create lecture-based curricula in which to impart knowledge to our up and coming physicians. There was a less holistic approach around the management of patient’s, disease, treatment and cure. Undergraduate training was based on an “organ-based” curriculum, primarily made up of didactic lectures on anatomy, physiology, pathology, and treatment (Schugurensky, 2002).

 = Strengths and Weaknesses =

Students involved in PBL programs express more positive attitudes toward their training in comparison to students in more traditional programs. Students also praise their training, especially the parts of the program that are unique to problem-based learning. In contrast those in more traditional programs often described their training as boring, irrelevant, and anxiety-provoking (deVries, Schmidt, and deGraaff, 1989; and Schmidt, Dauphinee, Patel 1987).

PBL students are more likely to adopt a //meaning orientation// to studying, being intrinsically motivated by the subject and striving to understand the material. Those in traditional programs are more likely to adopt a //reproducing orientation// by using rote learning and reproducing factual information (Coles, 1985; deVolder and deGrave, 1989; Schmidt, Duphinee, and Patel, 1987.)

Students in PBL programs also tend to perform better than students in conventional programs on measures of problem solving proficiency and clinical competence (deVries, Schmidt, and deGraaf, 1989; Jones et al., 1986; Kaufman, et al., 1989; and Schmidt, Dauphinee, and Patel, 1987).

Adoption of PBL has not been widespread which can be attributed to many reasons. Projects that are developed may not have an appreciation for the nature of student motivation and knowledge required to engage in cognitively difficult work. There may be a disregard for considering questions from the point of view from students. Also, attention must be paid to the nature and extent of teacher knowledge, commitment and complexity of classroom organization (Blumenfeld et al, 1991).

When problem-based learning has been implemented, other issues may emerge. As students work in groups, some students may not participate equally in the activities which may lessen the potential benefits of group learning and social negotiations (Duek, 2000). In my own experiences, it is has been a problem when students are less motivated than others when left unmonitored working in groups. As groups get “stuck” and await assistance, it is very easy for them to lose focus. In coming up with evidence to support the method, it is difficult to determine whether students are intrinsically motivated to learn when they are involved in PBL. In medical school and in gifted programs, where PBL is often implemented, students tend to already be motivated learners. When using this method in a traditional classroom setting, students may resist the change and may feel uncomfortable working in groups. This limits the ability to measure PBL’s influence on motivation outside of medical school and gifted programs.

 = Basic Steps =

There are basic steps to using and implementing problem-based learning.

1.	Students must be placed in small groups. 2.	A real problem is presented and discussed with teacher acting as a facilitator. 3.	Students identify what they know, what information is needed, and what strategy or steps they are going to take next. 4.	Students research different issues involved in the problem and gather resources. 5.	Student groups evaluate collected information. 6.	Cycle is repeated as information they discuss reveals new approached and facts they need to research. 7.	When students feel the problem has been framed adequately and all issues have been addressed, possible action, recommendations, solutions, or hypotheses are generated in response to the initial problem. 8.	Peer and self-assessment from other groups and within a group (Problem Based Learning).

 = Post-Hole Problems =

Another way teachers use problem-based learning is through “post-holes.” Post-holes are short problems that can be used when teachers do not want to design their entire course around problems but rather want to induce one occasionally (Stepien and Gallagher, 1993). I have used post-holes on several occasions in my ninth grade Biology class. For example, I leveraged a post-hole from the Interactive MultiMedia Exercises (IMMEX) developed by Ronald H. Stevens from the UCLA School of Medicine. Stevens created the first version of IMMEX specifically for UCLA medical school’s microbiology and immunology students. The program involved patient simulations: Students were given a case history and, after choosing and obtaining results from any of dozens of laboratory tests (with each, of course, presenting both benefits and costs), they were asked to come up with a range of possible diagnoses (Track Analysis, 1997).

 = Example-Puffy the Paramecium =

Below is a description of the activity provided by IMMEX I use in class for a unit on the cell:

When students log in online, they are presented with Puffy the Paramecium (Figure 1) and are informed that he is missing an organelle. In order to save Puffy, students must investigate and research the presented information in order to save Puffy's life. Figure 1

As students click on the links, some information is provided without any cost, but some information costs equal to minutes remaining in Puffy’s life. (Figure 2) Figure 2

Each hint gives information about the missing organelle as shown below in Figure 3. Figure 3

If a student feels they know the solution to the problem, they can click Solve and choose the organelle they believe Puffy is missing. For each problem set, they are only allowed two opportunities to solve so they cannot defer to guessing. (Figure 4) Figure 4

When Solve is chosen, a listing of their thought process is displayed whether they are right or wrong. (Figure 5) This listing is also accessible by the teacher when teacher logs in to review work completed. Figure 5

The Strategic Performance Map displays a color coded print out of the time spent at each link and the thought process of the student. (Figure 6) Also, an Excel spreadsheet can be downloaded that displays the number of different problems attempted and success rate for each student. Figure 6

This post-hole activity is very similar to problem-based learning with the exception of not lending itself to group work very well. I can have students work together in pairs however as I have monitored the activity there is a tendency for the person controlling the mouse to take the lead and be the decision maker. I use this as one of my introduction activities to problem-based learning and have each student work independently. (Although they often seek help from a classmate that knows their “stuff”.) When beginning the activity they often say “I don’t get what we’re supposed to do” because they are used to having step by step instructions rather than the freedom to discover things on their own. I can get a good sense of which students require facilitation when they assemble into small groups and which students need more guidance as we go into more advanced problems.

If you would like to experience the exercise, select the link below and use the following information to sign in:

http://www.immex.ucla.edu/iWeb/Agencies/0007349/default.aspx Login ID: itec800.01 Password: itec800

 = Example-The Family Bakery =

Another post-hole activity I use in Biology is called The Family Bakery. It is used to help students learn about the process of alcoholic fermentation. In the activity students are placed into groups and receive specific responsibilities such as facilitator, recorder, and reporter. They are then presented with a situation in which the bread that is made in their bakery is too heavy. During the process, they gather information such as bread recipes, alcohol fermentation, and how each ingredient affects the recipe. As the teacher, I monitor their progress, keep them on the right track, and answer clarifying questions related to the activity. They then need to propose a controlled experiment changing the recipe to make a lighter bread. Upon completion the students evaluate the other groups' presentations providing feedback and critiques.

 = Example-WISE =

The Web-based Inquiry Science Environment (WISE) is a free online science learning environment supported by the National Science Foundation. In WISE modules, students work on inquiry projects. Topics include global climate change, population genetics, hybrid cars, and recycling. Students learn about and respond to contemporary scientific controversies through designing, debating, and critiquing solutions, all on the WISE system (WISE). I have used this website as students become more accustomed to working collaboratively with open-ended problems. They work in pairs or in small groups with each member being given the opportunity to provide opinions and solutions to the problem at hand. As they come to the end of the activity, they take part in a group discussion board where each participant can answer and respond to other participants work.

I have set up an example problem that you can attempt on Global Warming. If you would like to experience this short activity, click on the link below and enter the required information in the fields.

http://wise.berkeley.edu/pages/newStudent.php

Student Registration Code: Y6KQH1 To begin: Click "ROLE: Global Warming a Fact"

 = Personal Thoughts =

As one can see from the examples provided above, I have definitely used problem-based learning in my classes. With my experiences in studying and teaching science, I value the skills of being able to follow a procedure but still appreciate activities that are open ended to spark interest and imagination of science learners. It is with this interest and imagination that new discoveries are made by scientists.

I value the collaboration aspect of PBL which teaches students how to work with others, even those they may or may not get along with. The process helps students take on new roles and discover skills they possess which may not yet have been tapped into.

There is definitely a place for PBL in the classroom, but the teacher needs to invest time and dedication to the activity for it to work. At my place of work, we often are involved with team teaching in our disciplines. It is difficult for some teachers to want to take part in PBLs when they are used to traditional instruction. When each class needs to be taught in similar ways and assessed in identical fashions, I have found difficulties using PBL as it deviates from the team plan when one teacher does not want to take part in the activity.

It is my hope that as students experience my class they not only find success in the sciences but learn things they can translate into other classes and carry with them into their higher education. This is why I chose to analyze problem-based learning. The method demonstrates strengths that inspire students and create a positive atmosphere. It provides learner skills that are important to solve almost any problem. I believe with correct modeling and facilitating, the identified weaknesses derived from measuring intrinsic motivation and involving all learners in the small group atmosphere can be overcome with dedication by the teacher. If learning institutions and teachers invest time to recreate curriculum, entire units or even full school years can be created that allow students to learn in this manner. We cannot teach students how to “think outside of the box,” but we can create situations for them to do it themselves. Tomorrow’s problems will be solved by today’s learner and they can’t do that by choosing the best response from a list of answers.

 = References =

Barrows, H. (1985). How to design a problem-based learning curriculum in the preclinical years. New York: Springer-Verlag.

Blumenfeld, P.C., Soloway, E., Marx, R. W., Krajcik, J. S. Guzdial, M., and Palinscar, A., Motivating project-based learning: Sustaining the doing, supporting the         learning, Problem Based Learning: A Collection of Articles, 108.

Bridges, E. and Hallinger, P. (Ed.). (1998). “Problem-based learning in medical and managerial education,” Problem based learning A collection of articles, 6.

Coles, C., “Differences between conventional and problem-based curricula in their students’ approaches to studying,” Medical Education, 1985, 19, 308-309.

deVolder, M. and deGrave, W., “Approaches to learning in a problem-based medical programme: A developmental study,” Medical Education, 1989, 23, 262-264.

deVries, M., Schmidt, H. and deGraaff, E., “Dutch comparisons: Cognitive and motivational effects of problem-based learning on medical students” in H. Schmidt, et al. New Directions for Medical Education, 1989, 231-238.

Due, J.E. (2000). Whose group is it, anyway? Equity of student discourse in problem-based learning (PBL). In D. H. Evensen & C.E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (75-105). Mahwah, NJ: Lawrence Erlbaum Associates

Harper-Marinick, M. & Levine, A. Problem based learning engaging students in meaningful learning, Retrieved October 29, 2008 from http://www.2nea.org/he/advo02/advo1202/front.html.

Hmelo-Silver, C.E., (2004). Problem-based learning: What and how do students learn?, Educational Psychology Review. Vol. 16, No. 3, September 2004, Retrieved November 1, 2008 from www.umaine.edu/center/envdata/hmelosilver.pdf.

Jones, J., et al., “A problem-based curriculum—Ten years of experience” in H. Schmidt and M. deVolder (Eds.), Tutorials, 181-198.

Kaufman, A., et al., “The New Mexico experiment: Educational innovation and institutional change,” Academic Medicine, June 1989 Supplement, 285-294.

Problem Based Learning. (n.d.) Retrieved October 29, 2008 from http://www.edtech.vt.edu/edtech/id/models/powerpoint/pbl.pdf.

Rhem, J. (1998). Problem based learning: An introduction. The National Teaching & Learning Forum. Vol.8. Number 1. retrieved November 1, 2008, from http://www.ntlf.com/html/pi/9812/v8n1smpl.pdf.

Schmidt, H., Dauphinee, W. and Patel, V., “Comparing the effects of problem-based and conventional curricula in an international sample,” Journal of Medical Education, 62 (April 1987), 305-315.

Schurguensky, D. History of education: Selected moments of the 20th century, Retrieved October 29, 2008 from http://www.wier.ca/~daniel_schugurens/assignment1/1969mcmaster.html.

Stepien, W. and Gallagher, S. (Ed.). (1998). “Problem-based learning: As authentic as it gets,” Problem Based Learning: A Collection of Articles, 45.

Track Analysis. Challenge Research at UCLA, Spring 1997, Retrieved November 2, 2008 from http://www.immex.ucla.edu/docs/publications/challengearticle.htm

WISE. Introduction. Retrieved November 2, 2008 from http://wise.berkeley.edu/pages/intro/wiseFlashIntro.php