Problem-Based Learning in Peruvian Higher Education: Science and Math Education for Future Public School Teachers

1. Problem-Based Learningin Peruvian Higher Education:Science and Math Educationfor Future Public School Teachers Dra. Ana Pastor de Abram Prof. Victoria LandaPontificia Universidad Católica del Perú Dr. George Watson Synergy in Development 2005 Washington, July 27- 29, 2005

2. Perú, South America Lima

3. Delaware, USA Dela where?

4. UNIVERSITIES IN PERU Statistic Information Peruvian Universities : 69 Public : 35 Private : 34

5. Problems in Math and Science Education in the Public Schools in Peru There is an extreme achievement gap between private and public schools in Peru. Results of International Standardized Tests (public schools):Last place in Latin America TIMS 1996 PISA 2002

6. Professional Development of Teachers at Present Pre service teachers do not receive quality math and science courses in the public institutions of education. 2. Science content courses and science pedagogy courses are not well articulated in the pre-service teacher curriculum, so teachers are not well equipped with effective teaching methods.

7. Hypothesis The incorporation of Problem-Based Learning as a strategy in the professional development of future math and science teachers will help to better articulate math and science content with pedagogy in an efficient way.

8. What is Problem-Based Learning? PBL is an learning approach that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

9. What is Problem-Based Learning? “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud (1985)

10. What are the CommonFeatures of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in permanent groups.

11. PBL: The Process Students are presented with a problem. They organize ideas and previous knowledge. Students pose questions, defining what they know and do not know. Students assign responsibility for questions, discuss resources. Students reconvene, explore newly learned information, refine questions.

12. The Problem-BasedLearning Cycle Assessment (when desired) Overview Problem, Project, or Assignment Mini-lecture (as needed) Whole Class Discussion Group Discussion Preparation of Group “Product” Research Group Discussion

13. Activities at PUCP during the First Year 2. Designing the first PBL workshop at PUCP Nov 2002 – Jan 2003 Training of six PUCP professors at UD Oct 2002 3. PBL workshop in Lima. February 2003 4. Implementation of PBL and Cooperative Learning. From March to July 2003

14. Activities at PUCP during the First Year 5. Mentoring of the innovative experiences. From March to July 2003 • Second PBL workshop • in Lima. July 2003 • Internal evaluation. • July 2003

15. Activities in PUCP during the Second Year • Implementation of courses in PBL and CL methodologies at PUCP continued during the second semester (July to December, 2003). • PBL workshop for professors who teach courses for pre service math and science, public school teachers and professors at other universities. (Feb. 2004) • Assessment of the implementation of the innovations in PUCP and these additional institutions from March to July, 2004.

16. Activities in PUCP during the Second Year 4. Workshop “Diseño de Problemas, Procesos y Evaluación en el Método ABP”for professors at PUCP. July 2004. • Colaborative methods in PUCP • Are they worth the trouble? • 15, 16 July 2004 6. Evaluation of project. September 2004

17. PUCP Professor Leaderstrained in PBL at UD Luis Bretel Philosophy Isabel Landa Chemistry Patricia Morales Chemistry Patrizia Pereyra Physics Carlos Pizarro Physics Jorge Quiroz Physics Emilio Gonzaga Math Cecilia Gaita Math Wilmer Atoche Math Victoria Ramirez Engineering Miguel Cataño Engineering Quino Valverde Engineering

18. Workshops 2003 - 2004 45 100 87 84 1° y 2° : PUCP + others 3° : public institutions 4° : PUCP

19. Training of 316 Individuals Public institutions PUCP 2003 Foreign guests PUCP 2004

20. Examples of Courses at PUCP that Incorporate PBL • Sciences • Math 1, 2 and 3 • Physics 1 and 2 • Chemistry 1 and 2 • Statics • Dynamics • Technical drawing • Engineering • Thermodynamics • Fluid dynamics • Automatic control • Hydrology • Communication theory • Plant Engineering • Geology and Mineralogy Lab. • Mechanical drawing

21. Participants in Training at PUCP: • Foreign guests: • Chile • Colombia • Cuba • México National guests: • School Fé y Alegría • Instituto Superior Pegagógico de Monterrico • Universidad Nacional Mayor de San Marcos • Universidad Enrique Guzmán y Valle • Universidad Nacional Federico Villareal • Universidad Nacional de Ingeniería • Universidada nacional Agraria, La Molina

22. Futures Activities outside Lima2005 - 2006 Workshop: Problem Based Learning Arequipa, Perú: 19 –21 August 2005 Universidad Nacional de San Agustín Participants from: Arequipa, Tacna, Cuzco and Puno Workshop: Problem Based Learning Chiclayo, Perú: 20 –22 January 2006 Universidad Nacional Pedro Ruiz Gallo Participants from: Tumbes, Piura, Chiclayo, Trujillo and Cajamarca.

24. Outside Perú • PUCP Professors provided PBL workshops in other countries: Chile (Universidad del Bio Bio, Universidad Católica del Norte, Universidad de Antofagasta (Chile), México (Universidad de Colima) and Colombia (Corporación Universitaria Autónoma de Cali). • Professors from Chile, Cuba, Colombia and Mexico visited PUCP (in last 2 years), to observe and learn about our PBL experiences.

25. Additional Results • Translation into Spanish and publication of the “Power of Problem Based Learning” • (A book about Delaware experiences) • The current preparation of a new book that presents PUCP PBL experiences and researches in several departments (in science and engineering).

26. Additional Results • The continuous increase of number of professors who now are discussing and reflecting about teaching and learning. • Two engineering departments (Electronic and Mechanical), are transforming their curriculum into a PBL format (like the “hybrid curriculum” of Queen’s University of Canada), etc. • Many private and public institutions (schools and universities) are interested in our PBL experiences and want to participate in PBL training.

27. Papers 1) A Case-study of PBL in Chemistry 1 Patricia Morales and Jürgen Dienstmeier. GIDEEQ-GroupSciences Department, Chemistry Section, Pontificia Universidad Católica del Perú 2)More than a good final mark: Achievements in the Implementation of PBL in General Chemistry Courses within the Context of a University Strategic Plan. Patricia Morales and Juan Sánez. GIDEEQ-Group

28. Papers 3)El ABP en la enseñanza de las ciencias. (Cuba) Patricia Morales Bueno 4) Application of the pbl in teaching the course of technical drawing for engineering. Victoria Ramírez Valdivia and Ana Luna Torres Pontificia Universidad Católica del Perú Civil Engineering Department

29. New Book “Three years of PBL at the Pontificia Universidad Católica del Perú: Experiences and Results” Fondo Editorial Pontificia Universidad Católica del Perú, 2005 1st Part: Articles 2do Part: PBL Problem