PROBLEM BASED LEARNING INSTRUCTIONAL APP
PROBLEM-BASED LEARNING INSTRUCTIONAL APPROACHES
Problem-based Learning (PBP) Model
In the implementation of this approach, educators organized the curriculum
around loosely structured problems while learners attempted to solve them utilizing
content drawn from several disciplines.
According to Borich (2004) asserted that the model promotes higher level
thinking in problem-oriented situations, including learning how to learn.
According to Arend (2004) added that the essence of PBL involves the
presentation of authentic, meaningful situations that serve as foundations for
students investigation.
John Dewey (1902) who believed that children are socially active learners who
learn by exploring their environment.
1. The learners should be involved in an authentic experience that genuinely
interests him/her.
2. Within this experience, the learner should encounter a genuine problem
that stimulates thinking.
3. In solving the problem, the learner must acquire information, and form
possible, tentative solutions that may solve the problem.
4. The learner must test these solutions by applying them to the problem.
Application helps the learner validate his/her own knowledge.
Goals of Problem-based Learning
1. Develop their thinking problem-solving, and intellectual skills;
2. Learn adult roles be experiencing them through real or stimulated
situations; and
3. Become independent, autonomous learners;
Special Features of Problem-based Learning
Driving question or problem
Interdisciplinary focus
Authentic Investigation
Production of artifacts and exhibits
Collaboration
Syntax for the Problem-based Learning (PBL) Model (Arends 2004)
Phase I – Orient students to the problem
Phase II – Orient students for study
Phase III – Assist independent and group investigation
Phase IV – Develop and present artifacts and exhibits
Phase V – Analyze and evaluate the problem-solving process.
Problem-solving Model
The problem-solving model is a problem-based instructional approach in
which teachers help students learn to solve problems. Problem-solving skill is the
ability to recognize, identify, define, or describe a problem; determine the preferred
solution; identify potential solution, select strategies, test solutions, evaluate
outcomes, and revise any of the given steps if necessary (Costa 1985).
Six Steps in Problem-solving model (Eggen & Kauchak 2001)
Identify the problem
Represent the problem
Select strategy
Carry out the strategy
Evaluate results
Analyze the processes.
General Problem-solving Model (Cruickshank, Jenkins, & Metcalf, 1999)
State the goal to be achieved
Identify the obstacles standing in the way
Project alternative ways to achieve the goal
Consider the consequences of each possible solution
Decide how to implement the best proposed solution and do it
Evaluate the degree of satisfaction with the problem resolution.
Levels of Problem-solving approach
Level 1 – Traditional teacher-directed method.
Level 2 – Gives the learners opportunity, often for the first time.
Level 3 – Students generate the problems and then design ways to solve
these problems.
Problem-centered Approach
This instructional model provides students in advance all the steps required to
solve a particular problem.
Syntax for the Problem-centered Approach (Borich 2004)
Identify the problem
State the research objectives
Collect data
Interpret the data
Make a conclusion
Case-based Problem Solving
This model is a specific kind of PBL that presents students with a segment or
sample of a professional problem of dilemma (Duffy & Cunningham, 1996).
Syntax for Case-based Problem Solving (LasleyII, Matczynski, & Rowley 2002)
Planning
Implementing
Project-based Problem Solving
This model as represented in project-based lessons flows naturally in a
problem solving environment. The focus in a project-based instruction is directed on
the production of projects toward the solution of a given problem.
What is project? Project is an activity that involves investigation of the facts of
particular issue, and the reporting of these facts in various ways.
Purposes of Project-based Lessons
Develop individual skills in cooperation and social interaction.
Develop student’s skills in writing, communication, and higher level
thinking and doing.
Foster student engagement, independent learning and thinking skills.
Optimize personal meaning of learning to each student by considering
valuing, and accommodating individual interests, learning styles,
learning capacities, and life experiences.
Provide an opportunity for each student to become especially
knowledgeable and experienced in one area of subject content or in
one process skill.
Inquiry Learning Model
This problem-solving model is both an instructional model and a way of
discovering how the world works. Instructionally Inquiry model is designed to teach
students how to investigate questions through the systematic gathering of facts.
Three Steps Procedure in Inquiry Learning (Moore 2005)
Identify the problem-The problem-solving processes are essentially
identical with either the teacher or the students deciding the problems
to be addressed.
Work toward solutions-There should be no set prescription or rules
governing the procedure for finding the solutions.
Establish solutions – the success of inquiry learning is not necessarily
dependent on reaching a predetermined conclusion.
Six Steps in the Inquiry Learning Model (Eggen & kauchak 2001)
Identify a question
Make hypotheses
Gather data
Assess hypotheses
Generalize data
Analyze the inquiry process
Benefits of Inquiry Learning
It encourages students to develop solutions to problems.
Inquiry often stimulates interest and urges students to solve problems
to the very limits of their abilities.
Students carry out the approach to the best of their abilities.
Suchman Inquiry Model
This model was developed by Richard Suchman (1962) in his desire to prove
that the intellectual strategies used by scientist could be taught to learners.
The suchman inquiry model has the following characteristics;
1. The problem is posed by teacher and is carefully designed to motivate the
students.
2. The students gather data in a simulated process through questioning
rather than actual manipulation of data.
3. It is more process-oriented with comparatively less emphasis on content
Problem-based Learning (PBP) Model
In the implementation of this approach, educators organized the curriculum
around loosely structured problems while learners attempted to solve them utilizing
content drawn from several disciplines.
According to Borich (2004) asserted that the model promotes higher level
thinking in problem-oriented situations, including learning how to learn.
According to Arend (2004) added that the essence of PBL involves the
presentation of authentic, meaningful situations that serve as foundations for
students investigation.
John Dewey (1902) who believed that children are socially active learners who
learn by exploring their environment.
1. The learners should be involved in an authentic experience that genuinely
interests him/her.
2. Within this experience, the learner should encounter a genuine problem
that stimulates thinking.
3. In solving the problem, the learner must acquire information, and form
possible, tentative solutions that may solve the problem.
4. The learner must test these solutions by applying them to the problem.
Application helps the learner validate his/her own knowledge.
Goals of Problem-based Learning
1. Develop their thinking problem-solving, and intellectual skills;
2. Learn adult roles be experiencing them through real or stimulated
situations; and
3. Become independent, autonomous learners;
Special Features of Problem-based Learning
Driving question or problem
Interdisciplinary focus
Authentic Investigation
Production of artifacts and exhibits
Collaboration
Syntax for the Problem-based Learning (PBL) Model (Arends 2004)
Phase I – Orient students to the problem
Phase II – Orient students for study
Phase III – Assist independent and group investigation
Phase IV – Develop and present artifacts and exhibits
Phase V – Analyze and evaluate the problem-solving process.
Problem-solving Model
The problem-solving model is a problem-based instructional approach in
which teachers help students learn to solve problems. Problem-solving skill is the
ability to recognize, identify, define, or describe a problem; determine the preferred
solution; identify potential solution, select strategies, test solutions, evaluate
outcomes, and revise any of the given steps if necessary (Costa 1985).
Six Steps in Problem-solving model (Eggen & Kauchak 2001)
Identify the problem
Represent the problem
Select strategy
Carry out the strategy
Evaluate results
Analyze the processes.
General Problem-solving Model (Cruickshank, Jenkins, & Metcalf, 1999)
State the goal to be achieved
Identify the obstacles standing in the way
Project alternative ways to achieve the goal
Consider the consequences of each possible solution
Decide how to implement the best proposed solution and do it
Evaluate the degree of satisfaction with the problem resolution.
Levels of Problem-solving approach
Level 1 – Traditional teacher-directed method.
Level 2 – Gives the learners opportunity, often for the first time.
Level 3 – Students generate the problems and then design ways to solve
these problems.
Problem-centered Approach
This instructional model provides students in advance all the steps required to
solve a particular problem.
Syntax for the Problem-centered Approach (Borich 2004)
Identify the problem
State the research objectives
Collect data
Interpret the data
Make a conclusion
Case-based Problem Solving
This model is a specific kind of PBL that presents students with a segment or
sample of a professional problem of dilemma (Duffy & Cunningham, 1996).
Syntax for Case-based Problem Solving (LasleyII, Matczynski, & Rowley 2002)
Planning
Implementing
Project-based Problem Solving
This model as represented in project-based lessons flows naturally in a
problem solving environment. The focus in a project-based instruction is directed on
the production of projects toward the solution of a given problem.
What is project? Project is an activity that involves investigation of the facts of
particular issue, and the reporting of these facts in various ways.
Purposes of Project-based Lessons
Develop individual skills in cooperation and social interaction.
Develop student’s skills in writing, communication, and higher level
thinking and doing.
Foster student engagement, independent learning and thinking skills.
Optimize personal meaning of learning to each student by considering
valuing, and accommodating individual interests, learning styles,
learning capacities, and life experiences.
Provide an opportunity for each student to become especially
knowledgeable and experienced in one area of subject content or in
one process skill.
Inquiry Learning Model
This problem-solving model is both an instructional model and a way of
discovering how the world works. Instructionally Inquiry model is designed to teach
students how to investigate questions through the systematic gathering of facts.
Three Steps Procedure in Inquiry Learning (Moore 2005)
Identify the problem-The problem-solving processes are essentially
identical with either the teacher or the students deciding the problems
to be addressed.
Work toward solutions-There should be no set prescription or rules
governing the procedure for finding the solutions.
Establish solutions – the success of inquiry learning is not necessarily
dependent on reaching a predetermined conclusion.
Six Steps in the Inquiry Learning Model (Eggen & kauchak 2001)
Identify a question
Make hypotheses
Gather data
Assess hypotheses
Generalize data
Analyze the inquiry process
Benefits of Inquiry Learning
It encourages students to develop solutions to problems.
Inquiry often stimulates interest and urges students to solve problems
to the very limits of their abilities.
Students carry out the approach to the best of their abilities.
Suchman Inquiry Model
This model was developed by Richard Suchman (1962) in his desire to prove
that the intellectual strategies used by scientist could be taught to learners.
The suchman inquiry model has the following characteristics;
1. The problem is posed by teacher and is carefully designed to motivate the
students.
2. The students gather data in a simulated process through questioning
rather than actual manipulation of data.
3. It is more process-oriented with comparatively less emphasis on content