Problem-solving based learning (PBL) represents a student-centered pedagogy where learning revolves around students collaboratively tackling open-ended problems. In this dynamic approach, the problem itself becomes the catalyst, igniting motivation and directing the learning process.
Why Problem-Solving Based Learning?
Drawing upon the research of Nilson (2010), problem-solving based learning cultivates a range of essential learning outcomes. A thoughtfully designed PBL project offers students invaluable opportunities to hone skills vital for academic and professional success, including:
- Teamwork and Collaboration: PBL inherently requires students to work together in teams, fostering collaborative skills and the ability to contribute effectively within a group dynamic.
- Project Management and Leadership Skills: Managing a PBL project provides practical experience in project planning, execution, and assuming leadership roles, essential skills applicable across various disciplines.
- Enhanced Communication Abilities: Students develop both oral and written communication skills through presentations, reports, and discussions inherent in the PBL process.
- Self-Reflection and Group Process Evaluation: PBL encourages self-awareness and the ability to evaluate group dynamics, promoting constructive feedback and continuous improvement in collaborative settings.
- Independent Work Ethic: While collaborative, PBL also necessitates independent work, encouraging students to take initiative and manage their individual contributions to the project.
- Critical Thinking and Analytical Prowess: Analyzing complex problems and devising solutions naturally enhances critical thinking and analytical skills, crucial for academic and real-world challenges.
- Concept Explanation and Articulation: Students solidify their understanding of concepts by explaining them to peers and applying them within the problem-solving context.
- Self-Directed Learning and Initiative: PBL fosters self-directed learning as students identify their knowledge gaps and proactively seek out the information needed to solve the problem.
- Real-World Application of Course Content: By tackling problems grounded in real-world scenarios, students learn to apply theoretical course content to practical situations, enhancing relevance and retention.
- Research and Information Literacy Skills: Successfully navigating PBL requires students to conduct research, evaluate sources, and develop strong information literacy skills to gather relevant knowledge.
- Interdisciplinary Problem-Solving Approaches: Many PBL problems necessitate drawing knowledge from various disciplines, encouraging students to adopt interdisciplinary approaches to problem-solving.
Considerations for Implementing Problem-Solving Based Learning
In contrast to traditional methods that present information first and then apply it to problems, problem-solving based learning strategically introduces the problem at the outset. The duration of PBL assignments can vary, ranging from short-term focused tasks to semester-long in-depth projects. Given the collaborative nature of PBL, dedicating class time to prepare students for effective group work and to facilitate project engagement is highly beneficial.
Typically, students involved in problem-solving based learning will undertake the following steps:
- Problem Definition and Examination: The initial step involves carefully examining and clearly defining the problem to ensure a shared understanding and focus.
- Prior Knowledge Exploration: Students collectively explore their existing knowledge base related to the problem, identifying what they already know and areas requiring further investigation.
- Knowledge Gap Identification and Resource Acquisition: A crucial step is determining what new knowledge and resources are needed to solve the problem, and strategizing how to acquire this information effectively.
- Solution Pathway Evaluation: Students brainstorm and evaluate various potential approaches and solutions to the problem, considering feasibility and effectiveness.
- Problem Resolution and Solution Implementation: This stage involves actively working towards solving the problem, implementing chosen solutions, and adapting strategies as needed.
- Findings Report and Presentation: Finally, students report on their findings, solutions, and the overall problem-solving process, often through presentations or written reports.
Getting Started with Problem-Solving Based Learning
To effectively integrate problem-solving based learning into your teaching practice, consider these starting points:
- Clearly Articulate Learning Outcomes: Begin by defining the desired learning outcomes for the PBL project. What specific knowledge, skills, or abilities should students gain through this assignment?
- Crafting Engaging and Relevant Problems: Develop problems that resonate with real-world situations, ideally mirroring challenges students might encounter in their future careers or daily lives. Case studies often serve as excellent foundations for PBL activities. Resources like the University of Delaware’s PBL Clearinghouse of Activities offer a wealth of pre-developed PBL activities for inspiration.
- Establish Clear Ground Rules for Collaboration: Set clear expectations and ground rules at the project’s outset to prepare students for productive and respectful group work, fostering a positive collaborative environment.
- Introduce Group Processes and Facilitate Practice: Familiarize students with effective group process strategies and incorporate warm-up exercises that allow them to practice both self and peer assessment, enhancing their collaborative skills.
- Consider Role Assignment and Perspective Taking: Explore assigning students different roles within groups or encouraging them to adopt diverse perspectives, such as those of stakeholders or professionals in different fields, to enrich the problem-solving experience.
- Define Evaluation and Assessment Methods: Establish clear criteria for evaluating and assessing the PBL assignment. Consider incorporating self and peer assessments as components of the overall assignment grade to promote student accountability and reflection.
References
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (2nd ed.). San Francisco, CA: Jossey-Bass.
