We explain what problem-based learning is, its characteristics and how it is implemented. Also, what are its advantages.
What is problem-based learning?
Problem-based learning It is a student-centered teaching-learning method, through which knowledge and skills are acquired through problem solving. It is about using specific situations as a starting point for the acquisition of new knowledge. Students assume the responsibility of being an active part of the process, since they are the protagonists of learning.
It is a methodology that approaches education in an active and practical way, addressing complex life issues through the formulation of questions, doubts and uncertainties. The objective is for students to develop skills related to searching and managing information which allows an authentic understanding of what is being investigated. It is thus different from expository classes, in which the teacher gives an explanation and then proposes activities related to that topic.
Problem-based learning originated in the mid-20th century and quickly became popular. Its implementation allows the development of critical and practical thinking.
See also: Meaningful learning
Frequently asked questions
What is problem-based learning and what is it for?
It is a learning method that uses real-world problems as a starting point. It encourages critical thinking and collaboration among peers.
What are the characteristics of problem-based learning?
It is centered on the student and their interests, promotes teamwork and uses real situations as a basis for teaching. Teachers have the role of facilitators or guides.
What are the principles of problem-based learning?
From this perspective, learning must be contextual, constructive, collaborative and self-directed.
What are the stages of problem-based learning?
The stages are: reading the problem, brainstorming, making lists of the information you have and what you don't have, proposing research strategies, defining the problem, obtaining information and presenting the results.
Origin of problem-based learning
The problem-based learning method originated in the 1960s in North America at Case Western Reserve University (United States) and McMaster University (Canada). It arose from the need to rethink both the contents and the way of teaching medicine.
One of its great promoters was the American doctor and educator Howard Barrows (1928-2011), who supported three fundamental axes of problem-based learning:
- That knowledge is acquired autonomously or self-taught.
- That knowledge can be retained and used in various life situations.
- That knowledge comes from analyzing and solving problems.
This methodology has been adopted by different institutions and its incorporation into higher education has been increasing in recent decades.
Characteristics of problem-based learning
The main characteristics of problem-based learning are:
- Learning is student-centered. It raises the need for an active and leading role on the part of the student, who is the one who identifies what he or she needs to learn to solve the problem in question and decides where to look for the information. Learning is personalized.
- Problems are the basis for teaching. It uses complex real-world problems as a vehicle to promote learning of concepts and principles, rather than beginning by presenting them directly. In this way, the traditional teaching scheme is inverted and the student is allowed to trace his or her own path to knowledge, which provides relevance and motivation.
- Learning occurs in small groups. Groups are made up of between five and eight students, to ensure that everyone can participate and acquire a real commitment to the task.
- Teachers are guides or tutors. The role of teachers is to ask questions that help students find the best way to solve the problem, and guide the rules and time for the activity. The tutor answers questions, but must avoid giving direct information.
Principles of problem-based learning
The fundamental principles of problem-based learning are:
- Contextual learning Learning cannot be disconnected from the real world and the professional and experiential needs of individuals. By being in contact with tangible situations in the everyday world, attention is stimulated and skills are improved to put knowledge into practice.
- Constructive learning. The role of education is to facilitate the learning experience, through strategies that allow the student to accommodate the new information they receive to their cognitive schemes, that is, to relate new concepts with previous ideas. This facilitates its recovery and application to real situations.
- Collaborative learning. Ideal learning occurs through peer collaboration, because it allows students to exchange knowledge and approaches. Cooperation between students must be encouraged to jointly achieve the resolution of a problem.
- Self-directed learning. Learning must be directed by and towards the student, so that the student can reflect on the way in which he or she learns and can communicate his or her own educational objectives, strategies, and needs.
Advantages of problem-based learning
Problem-based learning promotes active participation on the part of students, which translates into greater commitment, decision-making capacity, self-esteem and critical thinking In addition, it promotes teamwork and the positive construction of knowledge based on shared experience, promoting the recognition of one's own and others' talents.
It consists of a lifelong learning method, which places the academic curriculum in a relevant context. Clear links with the world and with real needs encourage self-evaluation, self-criticism, individual responsibility and communication skills.
On the other hand, the learning that occurs as a consequence of a cognitive conflict is more relevant and lasting.Problem posing generates an imbalance in the thinking patterns, which leads to seeking answers, asking questions and investigating.
How is problem-based learning implemented?
The implementation of a problem-based learning educational model part of the design of situations, coming from real life, that students can critically approach. After the teacher establishes the groups and general rules, the students begin to work, following certain stages:
- Read and analyze the problem situation.
- Brainstorm ideas on the topic.
- Make a list of the information available on the topic and another of the unknown data that are considered necessary.
- Define what actions must be carried out to develop the investigation.
- Explain what you want to solve or investigate and assign roles.
- Obtain information from various sources, study it and understand it.
- Present the results, inferences or predictions that have been reached.
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References
- Morales Bueno, P and Landa Fitzgerald, V. (2004). Problem-based learning. Theory13(1), 145-157. https://www.ubiobio.cl
- Educational Innovation Service of the Polytechnic University of Madrid. (2008). Problem Based Learning. https://innovacioneducativa.upm.es
