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Problem-based learning (abbreviated PBL) is an educational method designed to encourage students to learn things by solving one or more problems, presented by their learning materials. This method is not to be confused with project education or project-based education which may also be labelled PBL. Generally, most (successful) forms of PBL involve:
- A predetermined set of steps to analyze and solve a problem description, or 'task' in PBL-lingo
- A group of students meeting up to 'tackle the problem' in one or more phases of the PBL process
- A tutor, coaching the group's learning process
- Self-formulated learning goals, directing individual study activities
- A rich and accessible learning environment
looking for problems
PBL and groups
PBL steps and phases
The most generally applied set of PBL 'steps' to learn from a problem are the 7 steps described below. They have been the basis for many domain-specific problem-solving recipes, and the underlying logic of 'diverging before converging' and formulating group goals before starting self-directed individual study can often still be recognized in many related methods. Despite its strong added value in effectiveness of learning, the group-based 'syntesis' phase is often neglected or left out altogether in PBL-derivates.
Schedule of the steps and phases in Problem-Based Learning (PBL)
| Phase 1
Prediscussion
(group)
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| Step 1
| Clarify text and terms
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Explain the meaning of difficult phrases and words in the (PBL) text or other materials, and do not hesitate to ask for clarification yourself! After this (often quite short) phase every group member should be able to read the material in the same way - which is not the same as fully understanding everything!
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| Understand the material
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| Step 2
| Formulate problem statement(s)
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This is a crucial stage in directing your study activities for this PBL task! This is where you ask yourselves "What's the real problem here?" There may be one central problem, or several (seemingly?) unrelated problems... Depending on your (group members') perspective different problem definitions may be proposed! In any case you'll need as much input from all group members as possible, as long as problems are formulated in an 'answerable' format (listing questions is a good start in this step). Make good use of the whiteboard and/or flipover sheets!
Don't forget: This is a 'questions-only' step, there will be room for answers in the next step! i.e. asking questions everyone already knows the answers to is rather futile, and a waste of valuable time - look for the real (underlying) problems!
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| Step 3
| Problem analysis
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In this step it's time to get inspired and pile on our prior knowledge. Because this is where you try to get as many possible explanations, answers and/or solutions relevant to the formulated problem(s) as possible! Again, allowing everyone to add to the discussion is most important in this step, and the whiteboard/flipover sheet remains an invaluable tool. More often than not 'brainstorming' is the method used here to generate as many relevant notions, ideas, hints etc. as possible.
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| Divergent
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| Step 4
| Inventory of problems and solutions
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Once the prior knowledge and common sense of the group is exhausted, it is time to assess the results of the analysis so far- let's add structure to the insights that have been generated in steps 2 and 3! The goal of this step is to find out what pieces of the puzzle are still missing, i.e. what problems have been solved, and what is still unclear? Often, formulated problem statements have only been partially addressed - the group should agree whether or not proposed solutions and/or explanations are satisfactory.
Of course awareness of the level of the students and the educational objectives is important here; sometimes a thorough understanding of a theoretical explanation suffices, sometimes solutions need to be implementation-ready!
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| Step 5
| Formulating self-study objectives
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At the end of the first PBL session concerned with the task/text at hand, the group needs to formulate a clear set of objectives for the individual self-study activities. It often helps to rephrase the (set of) unanswered problem statements in such a way that they reflect the 'missing knowledge' determined in step 4. Remember that self-study-objectives should make it clear what needs to be done (researched/measured/understood etc.), and should also provide a clear indication of when to be satisfied with your efforts and stop studying! S.M.A.R.T. formulation could be useful here. Preferably, an indication of sources to use as a starting point is added to the objectives. Make sure the set of objectives is complete (i.e. they ensure a solution of the problem in the final step).
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| Convergent
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| Phase 2
(individual)
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| Step 6
| Self-study
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Armed with the set of study objectives, the group members individually get to work. Each student usually sets out to pursue all study objectives, in order to guarantee a full understanding of the problem in the PBL task, and to ensure a fruitful 'comparing of notes' in the last step. Planning and devising an effective study strategy (especially w.r.t. use of sources) are important skills during this step! Do not lose sight of the main goal (solving the problem(s) from step 2)!
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| Self-directed
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| Phase 3
Postdiscussion
(group)
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| Step 7
| Conclusion
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The group reconvenes to conclude the PBL task. Each member presents his/her findings for each of the study objectives. Once again, this is a moment for asking each other in-depth questions and testing one's gained insights by explaining them to the group. Discussing inconsistencies and solving confusion among group members will probably take most time in this step. To conclude the group will have to ask itself "Have we found a satisfactory solution to our problem?"
The aim should be to agree on the explanations/answers found, and on the detail and depth of understanding of the related subject matter. Once again, this depends heavily on the perspective and experiences of the students in the group, and the required level of knowledge/skills and educational objectives of the module.
When unsatisfied, the group may of course reformulate further study objectives instead of concluding the PBL task!
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| Synthesis
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PBL and self-directed studying
the tutor in PBL
PBL assignments in this wiki
