Problem-Based Learning

1. Problem-Based Learning “You are a scientist working for the state department of nuclear safety. Some people in a small community feel their health is at risk because a company keeps thorium piled above ground at one of their plants. What action, if any, should be taken?” Summer Challenge 1992, IMSA

2. Problem-Based Learning “You are a member of a county board. Certain individuals want to develop a low-level-radioactive waste disposal in your county as a way of generating jobs. Others disagree, citing concerns about health risks such as ground water contamination and increased cancer rates. How do you fairly and equitably resolve this dispute?” ISU Physics Teacher Education Program

3. Problem-Based Learning “A wind energy consortium is hoping to build a 250-unit wind farm in central Illinois. The consortium has been completing contracts with local farmers to erect 400-foot-tall, three-propeller wind mills on their lands. Local home owners are up in arms about the pending development. You are a judge and have been asked for a restraining order. What do you do?” ISU Physics Teacher Education Program

4. Problem-Based Learning: • helps develop mastery of core subjects and 21st century themes (English; Reading or Language Arts; World Language; Arts; Mathematics; Economics; Science; Geography; History; and Government and Civics) • weaves 21st century interdisciplinary themes into core subjects (Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; and Environmental Literacy)

5. PBL promotes learning skills: • CREATIVITY AND INNOVATION • CRITICAL THINKING AND PROBLEM SOLVING • COMMUNICATION AND COLLABORATION • INFORMATION LITERACY • MEDIA LITERACY • ICT (Information, Communications and Technology) LITERACY

6. PBL promotes life/career skills • FLEXIBILITY AND ADAPTABILITY • INITIATIVE AND SELF-DIRECTION • SOCIAL AND CROSS-CULTURAL SKILLS • PRODUCTIVITY AND ACCOUNTABILITY • LEADERSHIP AND RESPONSIBILITY

7. Other benefits of employing PBLs • substantial, broad, and interconnected learning • engaging and motivational • shows relevance of science in authentic situations • models scientists working in context • demands use of higher-order thinking skills • helps students learn how to learn • shows the applicability of learning • stresses learning over teaching • utilizes Internet and other learning technologies

8. For operational definitions, see: • Partnership for 21st Century Skills • http://www.p21.org/

9. How does PBL do this? • confronts students with a problem that has no clear or “easy” solution. • places students in active roles as real-world problem solvers • requires students to gather and use scientific data or other evidence • requires students to evaluate arguments coming from a variety of sources

10. PBL causes a shift in roles: • teacher models / coaches / fades • ask about thinking • probe / challenge • keep students involved • monitor / adjust challenge • manage group dynamics • students become active problem solvers • actively engaged • construct meaning • become self directed

11. PBL Processes Problem Design • ill-structured problem based on desired outcomes, learner characteristics, and compelling problems. • teacher anticipates learners’ needs • teacher makes resources available Cognitive Coaching • facilitates student definition of problem through cycles of “know / need to know” • teachers model, coach, and fade in supporting student learning process

12. The Problem • requires inquiry, information gathering, and evaluation • is tentative and changing • involves students in making value judgments • often has no “right” solution or answer • demands that students make and then defend their conclusions on the basis of evidence and logical argumentation • provides challenge and motivation • appeals to human desire for resolution • sets up need for and context of learning

13. Additional PBL Examples 1 • location of a theme park in an environmentally sensitive area • building a nuclear power plant in someone’s “backyard” • dealing with the global warming controversy • the conservation of energy • nuclear energy vs. fossil fuels • the trial of Galileo • creation vs. evolution • funding to search for NEO asteroids/comets

14. Additional PBL Examples 2 • relativity theory (can this be real?) • the atom, radioactivity, and humanity • thermodynamics and creationism • nature of the world system • electricity & the electronic revolution (Big Brother, virtual reality, video games) • thermodynamics & the automobile • fossil fuels vs. alternative energy sources • radiation and food "sanitation”

15. Assessment of PBL Outcomes • students generate a “product” in accord with original problem statement • excellent location to use authentic / alternative assessments: • self assessment • peer assessment • teacher assessment

16. PBL vs. Other Approaches The Range of Teaching Methodologies Problem-focused discussion Case method Anchored problem solving Authentic situation Lecture Teacher-led discussion Role playing Discovery-based inquiry Problem-based learning

17. Problems/Issues with PBL’s • Can be time consuming • Sometimes students must “argue” against their beliefs • Not always perceived as “learning” • Keeping students on task • General issues encountered with “group work” • Is the content lost? • Resistance of students

18. Teaching and Learning???

19. ISU PHY 311 PBLs on Internet • http://phy.ilstu.edu/pte/311.html