PROBLEM-BASED

LEARNING
PREPARED BY: GROUP 04
Problem-Based Learning
Problem-Based Learning (PBL) is
an educational approach that
focuses on active learning
through the use of real-world
problems as a central component
of the learning process.
 Advantages
 Active
Learning: PBL encourages students to actively
engage in the learning process by solving real-world
problems, which can enhance their critical thinking and
problem-solving skills.
 Relevance: PBL connects classroom learning to
practical, real-life situations, making it more relevant
and applicable to students’ future careers.
 Collaboration: PBL often involves group work, fostering
teamwork and communication skills, which are valuable
in professional settings.
 Self-Directed Learning: Students take responsibility for
their learning in PBL, which can promote self-directed
learning and a sense of ownership over their education.
 CriticalThinking: PBL challenges students to think
critically, analyze information, and make informed
decisions, which are essential skills in various fields.
 MultidisciplinaryApproach: PBL often integrates
knowledge from different disciplines, promoting a
holistic understanding of complex issues.
 Long-term Retention: Problem-based learning can lead
to better retention of knowledge because students learn
through solving problems, which can be more
memorable than passive learning methods.
 Application-Oriented: PBL
encourages the application
of knowledge, helping students bridge the gap
between theory and practice.
 Assessment of Skills: PBL can be an effective way to
assess not just what students know but how well they
can apply their knowledge and skills in real situations.
 Lifelong
Learning: PBL can instill a love for learning
and problem-solving that extends beyond the
classroom, fostering a lifelong learning mindset.
 Disadvantages
 Time-Consuming: PBL can be time-consuming, both in terms of
preparation and implementation. Creating meaningful
problems and facilitating group discussions can be resource-
intensive.
 Resource Intensive: PBL often requires access to various
resources, including facilitators, materials, and technology,
which might not be available in all educational settings.
 Uneven Participation: In group-based PBL, there can be issues
with uneven participation. Some students may dominate
discussions, while others may contribute less, leading to
inequities.
 Assessment Challenges: Assessing PBL can be complex.
It’s not always easy to quantify and evaluate the
development of skills and knowledge through this
method.
 Resistance to Change: Both students and instructors
may resist transitioning to PBL if they are more
accustomed to traditional lecture-based approaches.
 Lack
of Content Coverage: Some critics argue that PBL
may not cover all necessary content, leading to
potential gaps in a student’s knowledge.
 Difficulty
in Grading: Grading PBL can be subjective and
challenging. It may be difficult to assign grades that
accurately reflect students’ performance.
 Not Suitable for All Subjects: PBL may not be suitable for
all subjects or topics. Some topics may require a more
structured, didactic approach.
 Pressure on Facilitators: Facilitators in PBL need to be
skilled in guiding discussions and providing support,
which places demands on their training and expertise.
 VariableLearning Outcomes: The outcomes of PBL can
vary depending on the group dynamics, the quality of
the problem, and the facilitation. Inconsistent
outcomes can be a concern.
 Implementing PBL
Implementing Problem-Based Learning (PBL)
in teaching science can be an effective
way to engage students and deepen their
understanding of scientific concepts.
 Encourage Critical Thinking: Throughout the process, emphasize
critical thinking, problem-solving, and the scientific method.

 Scaffold the Process: Offer guidance and support when

needed but avoid providing direct answers. Help students
break the problem down into manageable parts and guide
their problem-solving process.

 Collaborative Learning: Emphasize collaboration and teamwork

within the groups. Encourage discussion and debate as
students work towards solutions.
 Facilitate
Exploration: Encourage students to ask
questions and identify what they need to know to solve
the problem. Guide them in conducting research,
gathering data, and exploring relevant scientific
principles.

 Introduce the Problem: Present the problem to the

students, providing context and background
information. Make it engaging and relevant to pique
their interest.
THANK YOU