Problem-based learning (PBL)
I became interested in PBL as a way to engage students in physics
classes. It's an unfortunate and too common misconception that
physics is the study of boring or irrelevant equations. By implementing
a learning environment that begins in problems encountered in everyday
life or industrial application, I hope that physics can be seen as a way
to probe and understand reality.
Definitions
My view of problem-based learning has two components. First, it
is called problem-based learning because the problems (similar to case
studies) drive the acquisition of knowledge and skills. Second, PBL
requires strong student initiative and collaboration. The students'
inquiries are guided by a tutor, and teamwork and communication are essential.
In the process of discovery on the topic at hand, students also improve
the ways they learn.
Major objectives of PBL, from the
Problem Based Learning Initiative
at the Southern Illinois University School of Medicine:
The acquisition of an extensive, integrated knowledge base
that is readily recalled and applied to the analysis and solution
of problems.
The development of effective and efficient:
- Problem-solving skills
- Self-directed learning skills
- Team skills
Their description of PBL contains the following essential elements:
- Students must have responsibility for their own learning.
- The problem simulations used in PBL must be ill-structured and allow
for free inquiry.
- Learning should be integrated from a wide range of disciplines or
subjects.
- Collaboration is essential.
- What students learn during their self-directed learning must be applied
back to the problem with reanalysis and resolution.
- A closing analysis of what has been learned from work with the problem
and a discussion of what concepts and principles have been learned is essential.
- Self and peer assessment should be carried out at the completion of
each problem and at the end of every curricular unit.
- The activities carried out in problem-based learning must be those
valued in the real world.
- Student examinations must measure student progress toward the goals
of PBL.
- Problem-based learning must be the pedagogical base in the curriculum
and not part of a didactic [teacher-centered] curriculum.
Notice that the last point advocates conversion of the entire curriculum
to a PBL approach. This is often not possible, and several cases (e.
g., McMaster's chemical engineering) blend PBL into two courses.
Problems with Problem-Based Learning
Students and faculty often cite similar complaints after experiences with
PBL. The benefits of student motivation and discovery, development
of learning and teamwork skills, and better retention of topical material
do not come free!
- Creating good problems (ill-structured, open-ended, etc.) takes a
great deal of time for the instructor.
- Students don't have all the answers before the question is asked,
which can lead to frustration.
- Students must decide what the important concepts are before proceeding
to equations and solutions.
- Instead of just following example problems, students must be creative
in finding pathways to solutions.
- Courses aren't structured around the textbook from front cover to
back. There's much more jumping around, and multiple resources may
be needed.
- Both professors and students need to learn new roles, compared to
a traditional lecture approach.
- Students can be frustrated by groups assigned randomly or set by
the instructor, or by team members who don't support the group.
- Academic dishonesty and plagiarism can be issues in group work.
Links to Resources
The PBL clearinghouse and much descriptive information is found at the
University of Delaware's site
.s
Maastricht University
PBL is an important part of Maastricht University in the Netherlands.
PBL or problem-oriented techniques are incorporated across their disciplines,
and they have established ties and collaborate with many other institutions
to foster development of PBL courses.
The Center for Problem
Based Learning
at the Illinois Math and Science Academy (IMSA) are working to mentor
educators interested in PBL, explore development of PBL strategies, and
connect people working with PBL. Their site is well-organized and
includes material for grades K-16.
The chemical engineering
program at McMaster University
integrates PBL into a large-enrollment setting. The problems
of small groups in large classes is discussed on this page.
The Samford University Center for
Problem-Based Learning
was begun in 1998 via a grant from the Pew Charitable Trusts. Link
the Clearinghouse at the University of Delaware, they have listed course
portfolios as models of best practices. Their
links page
contains several more excellent resources.
Applications at Kettering
I am implementing this approach in the junior-level acoustics course
(Physics 382) in the fall term 2003. This is a course which attracts
students from across disciplines, reflecting the interdisciplinary nature
of acoustics. Most have interests in car or home audio, and expect
to gain practical experience. Unfortunately, the practical can be
submerged in a swamp of arcane equations, especially in the students'
perspective. So rather than the traditional progression in physics
courses from first principles to deriving results and then looking at applications
-- if there is time -- this course will begin in "real-world" problems,
then simplify the essential aspects to create a physical model, and finally
investigate the core physics needed to develop the model.
Other courses at Kettering:
- Thermodynamics - Professors Karim Nasr and Subrata Roy, Mechanical
Engineering
- Lecturer Rajeev Agrawal, Computer Science
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