Problem-Based The Role of the

Goals of PBL
Learning Problem-based curricula provide students with guided experience in learning
through solving complex, real-world problems. PBL was designed with
Facilitator
Having a good problem is necessary but not sufficient condition for

Approach several important goals (Brrows and Kelson, 1995). it is designed to help
students
Construct an extensive and flexible knowledge base;
Develop effective problem-solving skills;
Develop self-directed, lifelong learning skills;
Become effective collaborators
Become intrinsically motivated to learn.
Problem-based approaches to learning have a long
history of advocating experience-based education.Problem- Constructing extensive and flexible knowledge goes beyond having students
based learning (PBL) is an instructional method in which learn the facts of a domain. It involves integrating information across multiple
students learn through facilitated problem solving. In PBL, domains. It also flexibly conditionalized to the extent that it can be fluently
retrieved and applied under varying and appropriate circumstances.
student learning centers on a complex problem that does not
Achieving the second ball, the development of effective problem-solving
have a single correct answer. Students work in collaborative
skills, includes the ability to apply appropriate metacognitive and reasoning
groups to identify what they need to learn in order to solve a
strategies. Metacognitive skills refer to the executive control processes of
problem. They engage in self-directed learning (SDL) and then planning ones problem solving, monitoring one’s progress, and evaluating
apply their new knowledge to the problem and reflect on what whether one’s goals have been met.
Metacognitive strategies are also important for the third goal of developing
they learned and the effectiveness of the strategies employed.
self-directed, lifelong learning skills
Problem
Scenario Formulate and analyze The fourth goal of being a good collaborator means knowing how to function
well as part of a team. This encompasses establishing a common ground,
problem
resolving discrepancies, negotiating the actions that a group is going to take.
Identify
The final goal of the PBL is to help students become intrinsically motivated.
Facts
Determining an appropriate problem for less students requires that the
problem designers understand what is developmentally appropriate,
Generate interesting to a heterogeneous group of students and moderately challenging
Hypotheses without being overwhelming.
Self-directed learning
effective PBL. The facilitator role is critical to making PBL function well.
With its emphasis on learning through problem solving and on making key
aspects of expertise visible. In PBL, teacher is an expert learner, able to
model a good strategy for learning and thinking, rather than an expert in
the content itself. The facilitator scaffold the students learning through
modeling and coaching, primarily through the use of questions strategies.
The facilitator is responsible for both moving the students through the
various stages of PBL and for monitoring the group process.
The PBL facilitator:
Guides the development of the higher order thinking skills by encouraging
students to justify their thinkings and
Externalize self-reflection by directing appropriate questions to individuals.
The facilitators plays an important role in modeling the problem solving
and SDL skills needed for self-assessing ones reasoning and
understanding. Although the facilitator fades some of his/her scaffolding as
the group gains experience with the PBL method, she/he continues to
monitor the group.
There are several important issues in understanding how to facilitate
and why it is so difficult for a facilitator who is comfortable with one group
and a small number of students to then monitor a typical classroom with
several groups and many students. Facilitation is a subtle skill. It involves
knowing when an appropriate question is called for, when the students are
going off-track, and when the PBL process is stalled.
Reflecting on the relationship between problem solving and learning isa
critical component of PBL and is needed to support the construction of
extensive and flexible knowledge (Salomon and Perkins, 1989). This
reflection should help learners understand the relationship between their
learning and problem-solving goals. Thus, each problem-solving task is not
an end in itself but rather a means to achieve a self-defined learning goal
(Bereiter and Scardamalia, 1989). Reflection helps students (a) relate their
new knowledge to their prior understanding, (b) mindfully abstract
knowledge, and (c) understand how their learning and problem-solving
strategies might be reapplied. PBL incorporates reflection several times
throughout the tutorial process and when completing a problem. Students
periodically reflect on the adequacy of the Ideas they have recorded on the
whiteboard and their own knowledge relative to the problem

ID knowledge
Deficiencies

Apply New
Knowledge

Abstraction
Evaluation
Figure 1. The Problem-based Learning Cycle
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