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Sustainicum Collection

Consus Qëllimi i projektit është të krijojë një rrjet rajonal shkencor-shoqëror për risitë e qëndrueshmërisë në Shqipëri e Kosovë me qëllim forcimin e lidhjes dhe bashkëpunimit të institucioneve në fushën e arsimit të lartë, kërkimit dhe praktikës.
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Resource facts

  • 11 deri në 30 studentë
    Më shumë sesa 30 studentë
  • Deri në 3 njësi leksionesh
  • Lidhja me Web e nevojshme
  • Anglisht

Resource Description

Problem Based Learning (PBL)(Resource ID: 52)

Problem based learning (PBL) is an innovative instructional method. PBL promotes student-directed learning and therefore moves away from the traditional style of teaching. In a lesson delivered using the PBL method the learner is presented with the problem before the learning. This is in direct contrast to a typical formal education practice where the learner is presented with content in advance of the problem. The main aim of PBL is to maximise the learning process by requiring students to solve problems. PBL places the learner in an active role making a shift from a focus on teaching to a focus in learning.

PBL is a more learner focussed teaching method. In this method the learners are introduced to a problem. They then as a group develop some ideas based on that problem by using their prior knowledge and discussing their thoughts as a group. These collective processes lead to ideas about how to solve the problem and the actions that will be taken in order to reach a viable solution. This method differs from the traditional type of teaching (figure 1) due to the fact that the learners are not told what to do. Also in PBL the learners are not expected to memorise the content that has been provided by the instructor nor are they assigned a problem at the end to apply the knowledge that has been handed to them by the instructor.

 

Newman (2005) identified eight tasks associated with PBL

1.    Explore the problem: clarify terms and concepts that are not understandable, create hypotheses, identify issues.

2.    Identify what you know already that is pertinent.

3.    Identify what you do not know.

4.    As a group, prioritize the learning needs, set learning goals and objectives, allocate resources; members identify which

task they will do.

5.    Engage in a self-directed search for knowledge.

6.    Return to the group and share your new knowledge effectively so that all group members learn the information.

7.    Apply the knowledge; try to integrate the knowledge acquired into a comprehensive explanation.

8.    Reflect on what has been learned and the process of learning.

PBL is an active process that gives the learner the opportunity to identify what they know and as result what they don’t know. In order to solve a problem they need to find apply knowledge. The main role of the instructor in PBL is not to provide an easy answer, it is instead to facilitate the group process and learning.

 

Lloji i metodës së mësimdhënies
  • Brain storming
  • Diskutim / debat
  • Problem Solving
Përpjekjet për përgatitjen
Të pakta
Përshkrimi i përpjekjeve të përgatitjes
The instructor must have a problem to present to the students. This could be in the form of a case study or simply a question that presents a problem for the learners to solve. The problem should not have one right answer such as ‘how many planets are in our solar system?’ instead it should probe a deeper understanding and encourage critical analysis. For example if you asked the question ‘what practices could a school implement in order to address key sustainability issues?’
Necessary documents / materials

NA

Integrimi i palëve të interesuara
The benefit of including stakeholders in PBL is the learner can directly encounter the problems first hand. This presents an opportunity to have meaningful engagement and offer solutions based on real life situations. Having a variety of stakeholders will also allow the learner to see that there may not be just one answer i.e. one size does not fit all.
Situatat e duhura për këtë metodë
This PBL method is highly relevant to sustainability as the topics/case studies that are could potentially be used can be taken directly from current sustainability issues. This allows the learners to be directly involved with the ‘problem’ and work together to offer achievable solutions that could be translated to real life. PBL can be used in a multitude of teaching settings and can be easily applied to any sustainability topic/issue. The important point is to approach the topic from a problem solving perspective.
Pikat e forta të metodës
Strengths:
• It encourages greater understanding taking the focus off rote learning
• Develops lifelong learning skills
• Promotes interdisciplinary
• It may aid student retention

Learners will:
• learn to solve real-life relevant problems
• develop the ability to use appropriate resources for problem solving
• develop self-directed learning skills
• practice critical thinking
• learn to work well as a collaborative team
Pikat e dobëta të metodës
Weaknesses:
• This method requires more time for both the learner and instructor
• Group dynamics issues may compromise the effectiveness of the method.
• For Instructors creating relevant problem scenarios may be difficult.
Assessment / evaluation
Due to the fact that the learning that is associated with PBL is more than an accumulation of facts the method for assessment should reflect the alternative nature of this approach. Therefore the traditional written examinations are not the best way to measure the students learning and understanding. As a result of this assessment could use the idea of concepts maps in which the learners display their knowledge by demonstrating relationships between concepts.
Burime dhe lidhje

Sources

Newman, M.J. (2005). Problem Based Learning: An introduction and Overview of the Key Features of the Approach. Journal of Veterinary Medicine. 32(1).

Links

http://presentlygifted.weebly.com/problem-based-learning.html

http://www.sustainability.com/case-studies

 

Financuar nga
This teaching resource, realised within the project ConSus, has been funded with the support of the TEMPUS of the European Union. The contents reflect the views of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

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Kontakt

Audrey O’Grady
samantha.prior(at)ul.ie
This teaching resource is allocated to following University:
UL - University of Limerick
Institution:
University of Limerick
Data:

Licensa

Creative Commons
BY-NC-ND

Lloji i metodës së mësimdhënies

  • Brain storming
  • Diskutim / debat