Problem-based Learning

We are talking about problem-based learning (PBL), a methodology in which the student is the protagonist and constructor of their own learning.

Problem-based learning (PBL) was first proposed at McMaster University School of Medicine in the 1950s. Since then, it has evolved and adapted to different levels of teaching.

Barrows (1986) defines problem-based learning as: “ a learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge” .

It is a teaching-learning method through which students, in small groups, analyze, investigate, reflect and solve a problem with the help of a tutor. This problem is rigorously designed and selected in order to get students to achieve the corresponding learning objectives.

Thus, the main objective of this teaching method is for the student to learn by analyzing and solving real problems. It is based on self-study and encourages meaningful learning. Similarly, it seeks that the student has a positive and motivational attitude towards learning.

Characteristics of problem-based learning

As we have said, in the beginning, the ABP was designed to work with university students. Over time, this working method has been adapted to different educational levels. However, the essential features have not changed.

• It is an active working method. Students participate in the acquisition of their knowledge.
• The activity revolves around a problem, in such a way that learning arises when solving and working on said problem.
• The problems are designed to acquire the learning of the objectives set.
• Seeks that the student understands and deepens in the answer to the problems.

• Learning is centered on the student, not the teacher.
• The teacher-tutor is a learning facilitator; offers opportunities and means for the construction of knowledge.
• You work in small groups of 6 to 8 people.
• The structure and the problem-solving process are always open. This aspect motivates conscious learning and group work.

How do you organize a problem-based learning session ?

An activity through the PBL needs to be carefully designed and organized. Morales and Landa (2004) establish that the development of the learning process occurs in eight phases:

1. Read and analyze the problem scenario. You must understand the statement and what is asked. The problem is reformulated and discussed so that there are no doubts. If any topic needs explanation, it will be discussed with the other groups.
2. Brainstorm. A list is prepared with all the hypotheses on how to solve the problem. As the problem progresses, these hypotheses are accepted or rejected.
3. Make a list of what is known. This is followed by a list of what each team member knows about the problem. They will draw on previous knowledge that can help them solve the problem.
4. Make a list of what is unknown. Likewise, another list will be made with what they do not know and believe they should know to solve the problem.
5. Make a list of what you need to solve the problem. Research strategies are proposed. Afterwards, tasks are assigned and distributed among group members.
6. Define the problem. The team clearly explains the problem to be solved and how it will carry out the investigation to solve it.
7. Get information. They must search, collect, organize and analyze information. You work individually on the assigned task. Then, all the information obtained is put together to jointly develop the solution to the problem.
8. Present results. After sharing the different solutions, the team will make a decision about the solution to the problem. Finally, a document is drawn up with the work done and the solution to the problem. These results will be presented orally to the rest of the class.

What are the advantages of working through the ABP?

Teaching through the PBL offers many benefits to students. Among them we highlight

• A more meaningful learning, since the student builds his own knowledge.
• Greater motivation and positive attitude towards learning.
• Development of cognitive abilities ; critical thinking, analysis, synthesis and evaluation.
• Ability to identify, analyze and solve problems.
• Selection and efficient management of different sources of information.
• Due to its multidisciplinary nature, it allows the integration of knowledge from different disciplines.
• Promotes collaborative and cooperative work ; the feeling of group belonging develops.
• Encourage effective listening and communication.
• Ability to argue, debate ideas and make decisions.
• The own scale of values ​​(honesty, responsibility, commitment) is questioned.
  

The integration of these learnings will be determined by two factors: the capacity of the teacher-tutor and the disposition of the student.

Evaluation 

If teaching methods change, so must the way you assess learning. In the case of PBL, the following evaluation methods can be used:

• Practical case. By putting into practice what they have learned.
• An exam in which the student organizes the knowledge learned.
• Self-assessment. Through a series of items, such as learning achieved, time invested, process followed, etc.
• Peer evaluation. Students are evaluated by peers.

Ultimately, problem-based learning is an active teaching method. Through this teaching methodology, students learn by solving and analyzing real-world problems. In turn, students develop a series of skills and competencies that will serve them in their personal and professional future.