What is it?
Problem-based learning involves working through and reflecting on problems in small self-directed groups, with guidance from teachers as facilitators (Maudsley, 1999).
In problem-based learning, the context for learning is set via a real-world problem with multiple dimensions, around which a unit of work is planned. This is similar to inquiry-based learning, where units are planned around questions. Problem-based and project-based learning are often referred to as a subset of inquiry-based learning (Barron & Darling-Hammond, 2010).
Like inquiry-based and discovery learning, problem-based learning has been cast as minimally guided and less effective than more teacher-directed approaches. Researchers have responded with descriptions of the structures and scaffolding that surround effective problem-based learning, including whiteboard narration of the key problem solving outputs such as facts, hypotheses, learning issues, and action plans, as maintained by learners (Hmelo-Silver, Duncan & Chinn, 2007).
Problem-based learning is often posed as a strategy to foster problem solving skills. Evidence suggests that this outcome can only be achieved if problem solving strategies, processes, and subordinate skills, such as collaboration, are explicitly taught, not self-discovered. (Mills & Kim, 2017)
In addition, an individual’s ability to solve problems rests on the organisation of their existing knowledge, what they notice, and how they represent problems (Bransford, 2000).
How problem-based learning carries the five characteristics
Problem-based learning aligns with the five features of the LEGO Foundation’s learning through play in the following ways:
- Meaningful. Meaningful problems are at the heart of effective problem-based learning; they must ‘resonate with learners’ experiences, promote argumentation, provide opportunities for feedback, and allow repeated exposure to concepts’ (Barron & Darling-Hammond, 2010, p. 205).
- Social interaction. Problem-based learning is usually facilitated by small group or peer work (Barron & Darling-Hammond, 2010; Ortiz, 2015) which, in turn, positively influences learners’ social skills, including cooperation, group decision making skills, and teamwork (Akinoğlu & Tandoğan, 2007).
- Actively engaging. Akinoğlu and Tandoğan (2007) found that their problem-based active learning intervention positively influenced learners’ academic achievement and attitudes towards science learning. Self-efficacy, motivation, and engagement are closely associated.
- Iterative. Iterative cycles of reflection, action, and ongoing improvement of work underpins effective problem-based learning (Barron & Darling-Hammond, 2010).
- Joyful. Akinoğlu and Tandoğan (2007) found that problem-based learning taught Turkish students self-control, planning and how to express their emotions. Learners in their study reported finding problem-based learning to be enjoyable, specifically citing the use of stimulus materials, scenarios, and group work as creating a positive learning environment. Further, enjoyment and motivation are not incompatible with challenging learning — in other words, they can co-exist. Cotič and Zuljan (2009) reported that their problem-based learning intervention was more demanding and difficult, yet learners’ motivation and confidence did not decline.
Evidence of impact
Evidence of the positive impact of problem-based learning on student learning achievement includes:
Mathematical problem solving. Responding to the issue identified in international mathematics studies, that Slovenian learners are skilled at mathematical computations but struggle with solving mathematical problems, Cotič and Zuljan (2009) designed a problem-based instructional model and study to investigate mathematical problem solving ability in nine year old learners. They found that learners who received the problem-based instructional model were able to solve more difficult mathematical problems than learners who received the conventional instruction.
Science concepts, skills and attitudes to learning. Akinoğlu and Tandoğan (2007) compared the achievement of seventh grade learners in Turkey who received science instruction using a problem-based active learning method with those who received instruction using traditional teaching methods. Learners in the experimental group demonstrated significantly higher achievement than learners in the control group. Also, learners in the experimental group exhibited fewer misconceptions and greater self-efficacy in relation to science concepts and problem solving skills.
Enabling factors
- Structure and guidance. When teachers reveal the lesson goal and guide and deliver scaffolded instruction to support children to undertake experiments, problem-based learning is more likely to cater to the needs of all learners (Hotulainen, Mononen, & Aunio, 2016).
- Teachers’ skills and knowledge. Implementing effective problem-based learning design has been found to depend on teachers’ skills and knowledge (Barron & Darling-Hammond, 2010).
- Instructional design and teacher guidance. For problem-based learning environments to be effective, they must feature descriptive feedback, opportunities for learner reflection, and explicit design with learner engagement in mind (Hmelo-Silver, Duncan & Chinn, 2007).
- Teachers’ role. According to Akinoğlu and Tandoğan (2007), in problem-based learning environments, the teacher is a mentor that guides learners. They do this by monitoring discussions, asking questions, assisting to resolve conflict, enabling equitable contribution, providing examples, and conducting evaluations.
- Applicability. Problem-based learning is well suited to deeper learning, where learners already have surface level knowledge about the problem context (Hattie, 2008).
- Assessment. As with other integrated pedagogies, assessment of problem-based learning is also challenging, requiring rubrics, portfolios, demonstrations or displays.