Linda+McManus+-+Problem-Based+Learning



Linda McManus LIS 620 Dr. Bea Baaden October 24, 2010 PROBLEM-BASED LEARNING The history of problem-based learning can be said to go back as far as the days of Socrates, when a question and answer approach was perceived as the best method of education (Rehm, 2001). In modern times it began during the 1970’s at Canada’s McMaster University and has flourished as a teaching methodology in medical and professional schools (Rehm, 2001). As of late, elementary and secondary schools have begun to take a close look at problem-based learning, first in the sciences, and now slowly moving into humanities areas as well (Rehm, 2001). Problem-based learning may be defined as “an extended process of inquiry in response to a complex question, problem or challenge” (“What is PBL?, Buck), or “a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks (pblon-line.org). According to John Cavanaugh, Vice-Provost for Academic Programs and Planning at the University of Delaware, among the hierarchy of various learning approaches, problem-based learning is a subset of Cooperative/Collaborative learning, which is a subset of Active Learning (Rehm, 2001), and is utilized as a method to teach students how to become lifelong learners and problem solvers. It is a method which “ends up orienting students toward meaning-making over fact-collecting” (Rehm, 2001). The recent interest in this methodology, according to David Chapman, Associate Dean of Arts and Science at Samford University boils down to two reasons: 1) Because of the information explosion that we are experiencing due to tremendous advances in technology, traditional means of education are no longer adequate, and 2) Due to the changing nature of the way the world works, it is important for students to learn how to work with one another and learn skills which will be useful throughout their lives (Rehm, 2001). Problem based learning can be divided into several specific components. They are: PROBLEM STATEMENT--SOLUTION STATEMENT--RESEARCH AND EVIDENCE-CONCLUSION

(Spense) Students generally work in groups of approximately 5 students each. As the group progresses, students will decide how to divide tasks. The steps to be taken are as follow: 1. An ill-structured **problem is presented** to the students. The students need to understand right up-front that the problem may not have one right answer; many solutions are possible (Exploring, 2005). Students explore the issue and try to ascertain what they already know and believe about the topic (Spence). 2. Students will then **define the problem**, then develop and write out a problem statement in their own words. This statement comes from the group’s analysis of what is already known and what they need to know to solve the problem. The problem statement should be revisited and revised as knowledge is gained throughout the project (Study Guides). 3. **Investigate solutions**. Students must think about what they need to know to solve the problem and list possible solutions. This can require a lot of discussion and some manipulation of the problem statement (Spence). A list can be made and then ranked in order from strongest to weakest. The solution must be agreed upon by the group (Study Guides). 4. Students will then **research the evidence and data** that supports their solution. At this point the team will need to plan the work, assign tasks and set a deadline (Spense). 5. Students will **write up their solution** with supporting documents and **submit** it. It should include the problem statement, questions, data gathered, analysis of data and support for the solution (Study Guides). 6. Students will **present their conclusions**, in a product of their choosing, along with their supporting documentation in order to persuade their audience of their solution (Study Guides). 7. The final step is for students to **review their performance** which is critical to improve problem-solving skills. They can do this by going over it individually and as a team to discuss what was done well and what mistakes were made. Discussion on how to improve next time should follow (Spense). It is important to note that the teacher’s role in this methodology is that of a coach or facilitator. The teacher begins by creating the problem which can be one of the more challenging aspects of problem-based learning. But John Cavanaugh suggests that teachers begin by taking their exams and working backwards by making cases out of word problems or essay questions (Rhem, 2001). The teacher works as a partner, guiding the students through their steps, being careful not to steer them to a particular solution or “right” answer. He or she can engage them in meta-cognitive questions such as “What is gong on here? What do we need to know more about? What did we do during the problem that was effective?” This kind of question allows the students’ work and problem solving to be authentic as it does not direct them to a particular solution (Exploring, 2005). As the learners become more proficient, the teacher gradually steps away and is a less active participant (Exploring, 2005). This method is important for school media specialists because the nature of this method is to promote critical thinking, collaboration and problem-solving skills which are important skills for life-long learning and are the very tenets of the competencies knows as “21st Century Skills.” (What is PBL?, Buck). There are a variety of roles that the school librarian can play in using this methodology. First of all as an instructional partner, the librarian can collaborate with the content area teacher to develop the problem. The librarian will also provide the materials which will be used for research. This can be done by providing access to data bases, web-sites or print material. Thirdly, the librarian can provide instruction in the use of information such as how to find it, evaluate it, and extract meaning from it. Such skill building will provide information literacy to the students involved in this type of inquiry-based, collaborative learning. Overall, I think that problem-based learning is an exciting way to teach students the process of learning and to help them to build skills to become life-long learners. REFERENCES “Exploring the Environment: Teachers Pages – Problem Based Learning” (2005, April 28). Retrieved October 23, 2010. Wheeling Jesuit University. [] “Problem-Based Learning (PBL). Retrieved October 23, 2010. Southern Illinois University School. [] “Problem-Based Learning” Retrieved October 23, 2010. Study Guides and Strategies. []. Rhem, James (2001). “Problem-based Learning: An Introduction” Retrieved October 23,2010 from Oryx Press: [] Spense, Larry D. “Problem Based Learning: Lead to Learn, Learn to Lead” Retrieved October 23, 2010. Study Guides and Strategies. [] “What is PBL?” Retrieved October 23, 1020. Buck Institute for Eduction. [] “What is Problem-based Learning?” Retrieved October 23, 2010. [|http://pbl-online.org/About/what is PBL.htm]