Problem Based Learning: Classroom Inquiry for Critical Thinking
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This document discusses problem-based learning (PBL), an instructional approach where students learn through facilitated problem solving. PBL is student-centered and sees the instructor as a facilitator. It has benefits like enhancing critical thinking but disadvantages like requiring more time and resources. The document provides examples of PBL used in medical school, K-12, and undergraduate science courses. It reflects on incorporating PBL into a molecular biology laboratory through an authentic genomics research project.
Problem Based Learning: Classroom Inquiry for Critical Thinking
- 1. Dr. Nakia Pope and Dr. Chitra Chandrasekaran CETL Workshop Spring 2014 Texas Wesleyan University
- 2. What is problem based learning? How is it used? What are the benefits? Disadvantages? How does it fit in with current learning theory and practice?
- 3. What is it? Student-centered, active learning via problem solving Instructor is seen as a facilitator, or tutor PBL is a constructivist approach to learning Who uses it? Introduced first in McMaster Univ. medical school (Neville, 2009) University level ◦ Science, law, education, business, engineering Primary/Secondary (K-12)
- 4. Instructor-Centered Student-Centered Objectivist ◦ Guided instruction ◦ Knowledge viewed as a separate construct independent of the individual ◦ Role of the learner is to acquire knowledge (learning objectives) Constructivist ◦ Facilitated instruction ◦ Knowledge is constructed by the individual based on previous experiences ◦ Learner incorporates new knowledge by adjusting their own experiences
- 5. Enhances content knowledge Promotes critical thinking, collaboration, and independent learning May be more reflective of “real-world” situations they would encounter in a job setting Student outcomes data support the use of PBL (Hmelo-Silver et al, 2007) ◦ Middle school science standardized tests; 13-14% improvement ◦ Reduction in achievement gap seen in certain groups ◦ Positive effects on physician competence (Koh et al, 2008)
- 6. Kirschner et al. ; 2006 : Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem- Based, Experiential, and Inquiry-Based Teaching The authors argue : ◦ guided instruction (objectivist approach) best supports the way humans learn ◦ their data supports that constructivist approaches are consistently less effective that guided instruction. (Kirschner et al, 2006)
- 7. Problem-based learning is not in this category of minimally guided instruction. (Schmidt et al., 2007) Inquiry learning and problem based learning employ a technique known as scaffolding that enhances learning (Hmelo-Silver et al, (2007)
- 8. In Kirschner et al.’s original article, there is a statement : ◦ “…Roblyer, Edwards, and Havriluk (1997) reported that teachers have found that discovery learning is successful only when students have prerequisite knowledge and undergo some prior structured experiences.” (Kirschner et al, 2006) Newer papers have sought to synthesize the opposing viewpoints, emphasizing the merits of both approaches
- 9. PBL and Science Education Guiding examples for me in using PBL in my courses Reflections of PBL use in my instruction
- 10. Scientific method=PBL? Yes. ◦ Hypothesis driven (the “problem”) ◦ Choosing the approach (problem-solving, critical thinking) ◦ Analysis of data provides direction (open-ended) Laboratory instruction=PBL? Maybe. ◦ Cookbook approaches, especially in freshman courses ◦ What is the best way to incorporate PBL in laboratory instruction? Independent Research =PBL. Yes
- 11. 7 Essential Elements (adapted from Larmer and Mergendoller, 2010): ◦ Meaningful Content ◦ Engagement of Students ◦ A Driving Question ◦ Student Autonomy (Voice and Choice) ◦ Modern skills ◦ Inquiry/Innovation ◦ Time for reflection, feedback, and revision
- 12. Opportunity for undergraduate students to participate in genomics research. Collaboration between primarily undergraduate institutions and Washington University in St. Louis (Dr. Sarah Elgin, Dept of Biology).
- 13. Meaningful Content and A Driving Question: ◦ Students “decode” a novel region of a chromosome ◦ Fundamental to understanding key principles of gene function Engagement of Students ◦ Students were (and are) offered authorship in peer- reviewed publications All images from gep.wustl.edu
- 14. Modern skills ◦ Exposure to research databases and tools ◦ Access to state of the art facilities at Washington University Inquiry/Innovation All images from gep.wustl.edu
- 15. Biology 4412: Techniques in Molecular Biology (2008-2011) ◦ Two weeks of content instruction (demos, etc) ◦ Students assigned their piece of chromosome and supporting documentation ◦ Students had open class time/lab time for 3 weeks to work on their project Computer lab Independence and Collaboration ◦ Students wrote their results in scientific paper style and presented their results in an oral presentation
- 16. Junior/Senior course: Pretty good ◦ Had multiple class and laboratory classes ◦ Students had time to learn mechanics and had prerequisite knowledge ◦ Students formed collaborative groups ◦ Instructor (me) got out of the way ◦ Open-ended questions; real world problems
- 17. PBL can be a very effective tool in engaging students What I learned: ◦ Students (and instructors) need time ◦ How you pose the problem is critical ◦ Balance between the individual and the group ◦ For me, some mix of guided instruction/discovery learning seems to work the best What I still do not know ◦ How to evaluate student learning gains when using different approaches
- 18. Websites ◦ Genomics Education Partnership (gep.wustl.edu) Literature Cited ◦ Neville, A.L. (2009). Med Princ Pract 18:1-9 ◦ Kirschner, P.A., Sweller, J., and Clark, R.E. (2006). Educ Psych 41:75-86 ◦ Hmelo-Silver, C.E., Duncan, R.G., and Chinn, C.A. (2007). Educ Psych 42:99-107 ◦ Koh, G. C.-H.; Khoo, H. E.; Wong, M. L.; Koh, D. (2008). Canadian Medical Association Journal 178 (1): 34–41 ◦ Larmer J. and Mergendoller, J.R. (2010) Educational Leadership 68 (1)