Chapter 4: Problem-Based Learning and Project-Based Learning

Problem-Based Learning
Problem-Based Learning uses an inquiry model or a problem-solving model. In
that sense, students are given a problem, pose questions about the problem, plan on
what and how to gather the necessary information, and come up with their conclusions
(Schneiderman et al., 1998).

The steps in Problem-Based Learning:

1. Read and analyze the problem scenario.

2. List what is known.

3. Develop a problem statement.

4. List what is needed.

5. List actions, solutions, and hypotheses.

6. Gather information.

7. Analyze information.

8. Present findings and recommendations.

Some Reminders for PBL to work:

1. The problem must be designed in such a way that different appropriate
solutions/answers may apply. They are not intended to generate neat answers.
In their struggle to find the answer, the student will gain essential probem solving
and critical thinking skills.
2. The problem must be real world scenario. One way would be by constructing a
problem statement, which contains the following:
a. It casts the students in particular role.
b. It contains a problem.
c. It gives the students a task.
3. The problem must be relevant to the students and must be developmentally
appropriate.
4. Guidelines must be set on how the team/group will work together, expected
dates of completion and group presentation before the class, procedures in
group presentation.
5. Teacher gives guidance but does not give answers to problem/s/
6. Students must be given reasonable amount of time to do work.
7. Teacher makes clear how performance will be assessed. It is best that the
Scoring Rubric gets presented before work begins.
GRAPS of Understanding by Design advocates, Wiggins and Mc Tighe, can help you
formulate a problem.
G-oal
R-ole
A-udience
S-ituation
P-roduct or Performance
S-tandards

Project-Based Learning (PrBL/PjBL)

Project- Based Learning, as the name implies involves a project which involves a
complex task and some form of student presentation, and/or creating an actual product.
It focuses on the production model. The driving force is the end-product but the key to
success is the skills acquired during the process of product production. Students do
project-based learning by:
1. Defining the purpose of creating the end-product
2. Identifying their audience
3. Doing research on the topic
4. Designing the product
5. Implementing the design
6. Solving the problems that arise
7. Coming up with the product

Problem-Based Learning starts with a real world problem or case study and ends
woth proposed solutions. Project-based learning begins with project that is meant to
address a problem. It can be said that where the problem-based learning ends, project-
based learning begins. Therefore the steps in problem-based learning are the first steps
of the project-based learning. Added to the steps are:
1. Conceptualize their project design.
2. Critique each other’s design.
3. Revise and finalize their project design.
4. Present their product meant to address the problem or implement the project to
solve the problem for those concerned in a program organized for these purpose.
They answer questions from the audience.
5. Reflect on how they completed the project, next steps they might take, and what
they gained in the process.

Some Reminders for the PrBL/PjBL/C to Work:

In addition to the reminders for the Problem-Based Learning, the following are
necessary for Project-Based Learning to succeed:
1. Students should be given sufficient time to work on and present their
project.
2. The presentation of the product or project is not the end of PrBL. The
product/project presentation must lead to students to:
 a. Reflect the process that they undertook, why they succeed/did not
succeed in completing the project.
b. Next step they might take
c. What they gained in the process
d. How they can further improve on the process
3. Encourage the students to employ creative and interesting ways of
presenting their project to sustain the audience’s attention.

Comparison of Problem-Based and Project-Based:

Problem-Based Learning (PBL) and Project-Based Learning (PrBL/ PjBL) or
Collaborative Project- Based Learning (C-PBL) are two different frameworks of inquiry-
based teaching. Since both are inquiry-based teaching methods, they engage students
in creating, questioning and revising knowledge, while developing their skills in critical
thinking, collaboration, communication, reasoning, synthesis and resilience (Barron &
Darling-Hammond, 2008).
The two inquiry-based approaches are rooted in constructivism. Both engage the
students in authentic student- centered tasks to enhance learning. They can be used in
combination and, therefore, are complementary but they are not identical approaches
Camille Esch,1998, cited in Schneiderman).
Both Project-based learning and Problem-based learning closely relate to the
information processing approach which is based on the theory that humans process the
information they receive, rather than merely respond to stimuli. The information
processing approach involves many cognitive processes between learner’s reception of
a stimulus and his/her response. These include stimulus identification attention, storage
and retrieval of information (memory), attention perception and decision making-
cognitive processes which are highly evident in PrBL and PBL.
Both PrBL (C-PBL) and PBL have the following features:
 Based on constructivist approach to learning
 Learner-focused
 Experiential
 Geared toward “ real world” tasks
 Inquiry-based
 Projects or problems have more than one approach or answer
 Stimulate professional situations
 Teacher as coach or facilitator
 Students generally work in cooperative groups
 Students are encourage to find multiple sources of information
 Emphasis on authentic, performance-based assessment
 Relate to the information processing approach
However, PrBL/PjBL/C-PBL and PBL differ in some ways. The origin of
PrBL/PjBL/C-PBL is in science and engineering whereas that of PBL is medicine and
medical allied fields, architecture, business education, teacher education and in other
situations where case study methods provide a useful focus in teaching/learning.
PrBL/PjBL/C-PBL is based on having an end product in mind while PBL is based on
solving particular problem.
 PrBL/PjBL/C-PBL generally follows the production model (planning, researching,
designing the product, presenting and submitting the product), reflecting on the product
and the entire production process) while PBL solves a problem via the inquiry model
using a scenario or case study (Corpuz,2014).

PrBL/PjBL/C-PBL: At the Service of the K to 12 Curriculum

The standards and principles on which K to 12 Curriculum was anchored are the
same standards and principles that Problem-Based Learning (PBL) and Project-Based
Learning (PrBL/PjBL) adhere to. The use of PBL and PrBL/PjBL in instruction is aligned
with the instructional reform that the K to 12 Curriculum wants to introduce in the
classroom. K to 12 is for PBL and PrBL/PjBL and PBL and PrBL/PjBL are for K to 12.
Problem-Based Learning (PBL) and Project-Based Learning (PrBL/PjBL) are
handmaids of K to 12. They help in the implementation of K to 12 Curriculum as
planned.
The standards and principles in the development of the enhanced basic
education which were discussed in Chapter 2 are the same principles adhered in the
use of PBL and PrBL/PjBL as instructional approaches.
Like the K1 to 12 Curriculum, both PBL and PrBL/PjBL are very much learner-
centered. The K to 12 Curriculum is based on constructivist,inquiry-based, collaborative
and integrative instructional models. The 5 main features of PBL cited are:
1. Application of a base knowledge
2. Development of critical thinking and decision-making skills
3. Self-directed learning
4. Collaborative work
5. Development of professional attitude.

The K to 12 Curriculum is research-based. PBL and PrBL/PjBL require much

research and reflection on the product and process of problem solving or product
production. PBL and PrBL/PjBL feed on research.

Assessment in PBL and PrBL in K to 12

The assessment practice laid down for k to 12 in DepED Order 73, s. 2012 is
very much aligned to authentic forms of assessment that PBL and PrBL/PjBL practice.
The philosophy and the assessment and rating of learning outcomes for K to 12 is
stated in DepED Order 73, s. 2012, to wit: “Assessment shall be used primarily as a
quality assurance tool to promote self-reflection and personal accountability for one’s
learning…”.The process of self-reflection and self-directed learning or independent
learning are essential features of PBL and PrBL/PjBL.
The learning outcomes to be assessed in K to 12 come in 4 levels beginning with
knowledge, followed by process or skills, understandings and products/performances.
The lowest level, knowledge, is defined in DepED Order 73, s. 2013, as the substantive
content of curriculum, the facts and information that the students acquires.” Process,
the second level for assessment, refers to ‘skills or cognitive operations that the student
performs on facts and information for the purpose of constructing meanings and
undersatndings’. Understanding as the third level of learning outcome, refer to the
enduring big ideas, principles and generalizations inherent to the discipline which re
assessed using the (6) facets of understanding (Mc Tighe and Grant Wiggins,
Understanding by Design, 2005). The six facets of understanding are explaining,
interpreting, applying, demonstrating perspective, displaying empathy and
possessing self-knowledge. This means that students develop understanding of the
lesson when they can:
1. Explain concepts, principles and process by putting them in their own words,
teaching them to others, justifying answers;
2. Interpret by making sense of data, text and experience through images,
analogies, stories and models;
3. Apply effectively using and adapting what they know in new and complex
contexts;
4. Demonstrate perspective by seeing the big picture and recognizing different
points of view;
5. Display empathy by perceiving sensitively and putting one’s self in someone’s
else’s shoes;
6. Have self-knowledge by showing meta-cognitive awareness, using productive
habits of mind such as self-regulated thinking and self-directed learning and
reflecting on the meaning of the learning and experience.

CHAPTER 4 QUIZ
Name: Date:
Course/Year/Section Score:
Test I: Filling the blanks.

Directions: Fill in the blanks with the correct word/words to complete each sentence.

1. Problem-Based Learning uses an ____________ model or a problem-solving

model.
2. Project- Based Learning involves a ____________ which involves complex task
and some form of student presentation, and/or creating an actual product.
3. The lowest level, ____________, is defined as the “substantive content of
curriculum, the facts and information that the student acquires.
4. The philosophy of the assessment and rating of learning outcomes for K to 12 is
stated in _____________________ to wit: “Assessment shall be used primarily
as a quality assurance to promote self-reflection and personal accountability for
one’s learning”.
5. Application of a base of knowledge, an essential feature of PBL and PrBL/PjBL,
is an evidence of _________________ instructional approach at work.
6. The second level of assessment,___________________, refers to “skills or
cognitive operations that the student performs on facts and information for the
purpose of constructing meanings or understanding.
7. The ____________________ is research-based.
8. _____________________ learning starts with a real world problem or case study
and ends with proposed solutions.
9. ____________________ learning begins with a project that is meant to address
a problem.
10. The learning outcomes to be assessed in K to 12 come in 4 levels beginning with
knowledge, followed by process or skills, _________________ and
product/performances.

Test II: Identification.

Directions: Identify the following statements. Write PBL if it is under Problem-
Bases Learning and PrBL if it is Project-Based Learning. Write your answers.
1. ________________ It is originated from science and engineering.

2. ________________ It is based on solving a particular problem.

3. ________________ It is based on having an end product in mind.

4. ________________ It is originated from medicine and medical allied fields,
architecture, business education, teacher education and in other situations
where case study method provide a useful focus in teaching/learning.

5. ________________It generally follows the production model (planning,

researching, designing the product, presenting and submitting the product,
reflecting on the product and the entire production process.)

Test III: Abbreviations

1. PBL

2. C-PBL

3. EBEC

4. DepED

5. GRASPS

CHAPTER 4 ANSWER KEY;

 TEST I:
1. Inquiry
2. Project
3. Knowledge
4. DepED Order 73, s. 2012
5. Constructivist
6. Process
7. K to 12 Curriculum
8. Problem-Based
9. Project-Based
10. Understandings
TEST II:
1. PrBL
2. PBL
3. PrBL
4. PBL
5. PrBL

TEST III:
1. PBL- Problem-Based Learning
2. C-PBL- Collaborative Project-Based Learning
3. EBEC- Enhanced Basic Education Curriculum
4. DepED-Department of Eduaction
5. GRASPS- Goal,Role,Audience,Situation,Product or Performance,Standards