Makala Problem Based Learning
TABLE OF
CONTENT
PREFACE...........................................................................................................1
TABLE OF
CONTENT......................................................................................2
INTRODUCTION..............................................................................................3
DISCUSSION......................................................................................................4
A. The
Definition of Problem Based Learning (PBL)...……….……………....3
B. The
Features of Problem Based Learning (PBL)……………………… …4
C. Planning
and Conducting in Problem Based Learning (PBL)………… ...6
D. Assessment
and Evaluation of Problem Based Learning (PBL)………....12
E. Strengths and Weaknesses of Problem Based Learning
(PBL)……….…14
CONCLUSION...................................................................................................24
REFERENCES....................................................................................................25
INTRODUCTION
Problem
based learning (PBL) use in promoting higher-level thinking in problem-oriented
situations, including learning how to learn. The model is also referred to by
other names, such as project-based instruction, authentic learning, and
anchored instruction. The emphasis was on teachers presenting ideas or
demonstrating skills, a teacher’s role in problem-based learning is to pose
problems, ask questions, and facilitate investigation and dialogue. Most
important, the teacher provides scaffolding—a supportive framework—that
enhances inquiry and intellectual growth. Problem-based learning cannot occur
unless teachers create classroom environments in which an open and honest
exchange of ideas can occur.[1]
The Implementation of “Problem Based
Learning” to Improve Students’ Learning
Outcomes and Creativity. Generally, it is found that learning conducted
in the classrooms in some schools skill
uses conventional learning methods that teachers dominate in the class
giving a long speech. If this situation happens continuously, the learning in the
class will not develop well. It is caused that students are not able to appreciate their own opinions when they find a problem that needs a solution. Learning activities in the classroom should be able to support students to be independent learners in solving problems they find since there are a lot of problems in their real life. Students should be active to implement the existing materials they learn in the classroom with the reality they face in their life. This exactly gives students benefits. If students are creative with their ideas to solve the problems, students will get used to face the similar problems they have learnt before.
giving a long speech. If this situation happens continuously, the learning in the
class will not develop well. It is caused that students are not able to appreciate their own opinions when they find a problem that needs a solution. Learning activities in the classroom should be able to support students to be independent learners in solving problems they find since there are a lot of problems in their real life. Students should be active to implement the existing materials they learn in the classroom with the reality they face in their life. This exactly gives students benefits. If students are creative with their ideas to solve the problems, students will get used to face the similar problems they have learnt before.
DISCUSSION
A.
The
Definition of Problem Based Learning (PBL)
PBL
is an instructional method which focuses on the investigation and resolution of
messy, “real world” problems as a context for students to learn critical
thinking and problem solving skills. The essence of problem-based learning
consists of presenting students with authentic and meaningful problem
situations that can serve as springboards for investigations and inquiry. Problem based learning
is a
pedagogical methodology by which learning is initiated with a posed problem.
Problem-based learning, on the other hand, draws on cognitive and social
constructivist theories for its support. The focus is not so much on what
students are doing (their behavior), but on what they are thinking (their
cognitions) while they are doing it. Although the role of a teacher in
problem-based lessons sometimes involves presenting and explaining things to
students, it more often involves serving as a guide and facilitator so that
students learn to think and to solve problems on their own.[2]
Getting
students to think, to solve problems, and to become autonomous learners is not
a new goal for education. Teaching strategies, such as discovery learning,
inquirybased teaching, and inductive teaching described in
Chapter 9, have long and prestigious histories. The Socratic method, dating
back to the early Greeks, emphasized the importance of inductive reasoning and
of dialogue in the teaching-learning process. John Dewey (1933) described in
some detail the importance of what he labeled reflective thinking and
the processes teachers should use to help students acquire productive thinking
skills and processes. Jerome Bruner (1961) emphasized the importance of
discovery learning and how teachers should help learners become
“constructionists” of their own knowledge.
As
with cooperative learning, problem-based learning finds its intellectual roots
in the work of John Dewey. Dewey’s view
that schools should be
laboratories for real-life
problem solving provides the
philosophical underpinning for
PBL. The European psychologists Jean Piaget and Lev Vygotsky were
instrumental in developing the concept of constructivism on which much of contemporary problem-based
learning rests. Constructivist theories
of learning, which stress
learners’ need to investigate their environment and construct personally meaningful knowledge, provide the theoretical basis for PBL.
B.
The
Features of Problem Based Learning (PBL)
Various
developers of problem-based learning have described the instructional model as
having the following features:[3]
·
Driving question or problem. Rather
than organizing lessons around particular academic principles or skills,
problem-based learning organizes instruction around questions and problems that
are both socially important and personally meaningful to students. They address
real-life situations that evade simple answers and for which competing
solutions exist.
·
Interdisciplinary focus. Although
a problem-based lesson may be centered in a particular subject (science, math,
history), the actual problem under investigation is chosen because its solution
requires students to delve into many subjects. For example, the pollution
problem raised in the Chesapeake Bay lesson cuts across several academic and
applied subjects—biology, economics, sociology, tourism, and government.
·
Authentic investigation. Problem-based
learning necessitates that students pursue authentic investigations that
seek real solutions to real problems. They must analyze and define the problem,
develop hypotheses and make predictions, collect and analyze information,
conduct experiments (if appropriate), make inferences, and draw conclusions.
The particular investigative methods used, of course, depend on the nature of
the problem being studied.
·
Production of artifacts and
exhibits. Problem-based learning requires students to
construct products in the form of artifacts and exhibits that
explain or represent their solutions. Aproduct could be a mock debate like the
one in the Chesapeake Bay lesson. It could be a report, a physical model, a
video, a computer program, or a student constructed Web site. Artifacts and
exhibits, as will be described later, are planned by students to demonstrate to
others what they have learned and to provide a refreshing alternative to the
traditional term paper or exam.
·
Collaboration. Problem
based learning is characterized by students working with one another, most
often in pairs or small groups. Working together provides motivation for
sustained involvement in complex tasks and enhances opportunities for shared
inquiry and dialogue, and for the development of social skills.
Problem-based
learning was not designed to help teachers convey huge quantities of
information to students. Direct instruction and presentation are better suited
to this purpose. Rather, problem-based learning was designed primarily to help
students develop their thinking, problem-solving, and intellectual skills;
learn adult roles by experiencing them through real or simulated situations;
and become independent, autonomous learners. A brief discussion of these three
goals follows.[4]
C. Planning and Conducting in Problem
Based Learning (PBL)
a) Planning
for PBL Lessons
At its most fundamental level,
problem-based learning is characterized by students working in pairs or small
groups to investigate puzzling, real-life problems. Because this type of
instruction is highly interactive, some believe that detailed planning is not necessary,
and perhaps not even possible. This simply is not true. Planning for
problembased learning, as with other interactive, student-centered approaches
to teaching, requires as much, if not more, planning effort. It is the
teacher’s planning that facilitates smooth movement through the various phases
of problem-based lessons and the accomplishment of desired instructional goals.
1. Decide on Goals and Objectives.
Deciding
on specific goals and objectives for a problembased lesson is one of three
important planning considerations. Previously, we described how problem-based
learning was designed to help achieve such goals as enhancing intellectual and
investigative skills, understanding adult roles, and helping students to become
autonomous learners. Some problem-based learning lessons may be aimed at
achieving all these goals simultaneously. It is more likely, however, that
teachers will emphasize one or two goals in particular lessons. For instance, a
teacher may design a problem-based lesson on environmental issues. However,
instead of having students simulate adult roles or seek solutions to
environmental problems, as was the case in the Chesapeake Bay lesson, the
teacher may instead ask students to conduct an online search of the topic in
order to develop this type of investigative skill. Regardless of whether a
lesson is focused on a single objective or has a broad array of goals, it is
important to decide on goals and objectives ahead of time so they can be
communicated clearly to students.
2. Design Appropriate Problem
Situations.
Problem-based learning is based on the
premise that puzzling and ill-defined problem situations will arouse students’
curiosity and thus engage them in inquiry. Designing appropriate problem
situations or planning ways to facilitate the planning process is a critical
planning task for teachers. Some developers of problem-based instruction
believe that students should have a big hand in defining the problem to be studied,
because this process will foster ownership of the problem (Krajcik &
Czerniak, 2007). Others, however, believe teachers should help students refine
preselected problems that emanate from the school’s curricula and for which the
teacher has sufficient materials and equipment. A good problem situation must
meet at least five important criteria. First, it should authentic. This
means that the problem should be anchored in students’ real-world experiences
rather than in the principles of particular academic disciplines. How to deal
with pollution in the Chesapeake Bay is an example of a real-life problem.
Learning about the effects of sunlight on nutrients and algae in warm water is
an example of an academic (scientific) problem in biology. Second, the problem
should be somewhat ill defined and pose a sense of mystery or puzzlement.
Ill-defined problems resist simple answers and require alternative solutions,
each of which has strengths and weaknesses. It seems that questions that cause
cognitive dissonance on the part of students are powerful motivators to inquire
and have greater effects on learning (Guzzetti et al., 1993). Puzzling
situations also provide fodder for dialogue and debate. Third, the problem
should be meaningful to students and appropriate for their level of
intellectual development. Fourth, problems should be sufficiently broad to
allow teachers to accomplish their instructional goals yet sufficiently
confined to make lessons feasible within time, space, and resource limitations.
Finally, a good problem should benefit from group effort, not be hindered by
it.
Obviously,
many problem situations can be defined and posed to students. Indeed, the list
is almost limitless. Following are several examples that have been reported by
teachers. Some of these are tightly focused and can be completed in rather
short periods of time. Others are more complex and require a whole course of
study to complete.
“Learning
Expeditions.” Several school systems across the United
States have been experimenting with a problem-based learning project called
“Learning Expeditions” (see Adventure Learning Foundation, 2005; Rugen &
Hart, 1994). Students involved in expeditionary learning are asked to inquire
into stimulating problems and to find solutions through purposeful investigations
and fieldwork.
3. Organize Resources and Plan
Logistics.
Problem-based learning encourages
students to work with a variety of materials and tools, some of which are
located in the classroom, others in the school library or computer lab, and still
others outside the school. Getting resources organized and planning the
logistics of student investigations are major planning tasks for PBL teachers.
b) Conducting
PBL Lessons
Desired
teacher and student behaviors associated with each of these phases are described
in more detail in the following sections.
1)
Orient Students to the Problem.
At
the start of a problem-based learning lesson, just as with all types of
lessons, teachers should communicate clearly the aims of the lesson, establish
a positive attitude toward the lesson, and describe what students are expected to
do. With students who are younger or who have not been involved in
problem-based learning before, the teacher must also explain the model’s
processes and procedures in some detail. Points that need elaborating include
the following:
* The
primary goals of the lesson are not to learn large amounts of new information but
rather to investigate important problems and to become independent learners. For
younger students, this concept might be explained as lessons in which they will
be asked to “figure things out on their own.”
*The
problem or question under investigation has no absolute “right” answer, and most
complex problems have multiple and sometimes contradictory solutions.
* During
the investigative phase of the lesson, students will be encouraged to ask questions
and to seek information. The teacher will provide assistance, but students should
strive to work independently or with peers.
*During the analysis and explanation
phase of the lesson, students will be encouraged to express their ideas openly
and freely. No idea will be ridiculed by the teacher or by classmates.
Syntax
for Problem-Based Learning
Phase
|
Teacher Behavior
|
1. Orient
students to the problem
|
Teacher goes over the
objectives of the
lesson, describes
important logistical
requirements, and
motivates students to
engage
in problem-solving activity.
|
2. Organize
students for study.
|
Teacher helps
students define and organize
study
tasks related to the problem.
|
3.
Assist independent and group investigation.
|
Teacher encourages
students to gather appropriate
information, conduct
experiments, and
search for explanations
and
solutions.
|
4. Develop
and present artifacts and exhibit
|
Teacher assists
students in planning and preparing appropriate artifacts such as
reports, videos, and
models, and helps
them
share their work with others.
|
5.
Analyze and evaluate the
problem-solving process.
|
Teacher helps
students to reflect on their
tigations
and the processes they used.[5]
|
The
important point here is that the orientation to the problem situation sets the
stage for the remaining investigation, so its presentation must capture student
interest and produce curiosity and excitement.
2)
Organize Students for Study
Problem-based
learning requires teachers to develop collaboration skills among students and
help them to investigate problems together. It also requires helping them plan
their investigative and reporting tasks.
3)
Assist Independent and Group
Investigation
Investigation,
whether done independently, in pairs, or in small study teams, is the core of
problem-based learning. Although every problem situation requires slightly
different investigative techniques, most involve the processes of data
gathering and experimentation, hypothesizing and explaining, and providing
solutions.
4)
Develop and Present Artifacts and
Exhibits
The
investigative phase is followed by the creation of artifacts and exhibits. Artifacts
are more than written reports. They include such things as videotapes that
show the problem situation and proposed solutions, models that comprise a
physical representation of the problem situation or its solution, and computer
programs and multimedia presentations. After artifacts are developed, teachers
often organize exhibits to display students’ work publicly. These exhibits
should take their audiences—students, teachers, parents, and others into
account. Exhibits can be traditional science fairs, where each student displays
his or her work for the observation and judgment of others, or verbal and/or visual
presentations that exchange ideas and provide feedback.
5)
Analyze and Evaluate the
Problem-Solving Process
The
final phase of problembased learning involves activities aimed at helping
students analyze and evaluate their own thinking processes as well as the
investigative and intellectual skills they used. During this phase, teachers
ask students to reconstruct their thinking and activity during the various
phases of the lesson. When did they first start getting a clear understanding of
the problem situation? When did they start feeling confidence in particular
solutions?
Why did they accept some explanations more readily than others? Why did they
reject some explanations? Why did they adopt their final solutions? Did they change
their thinking about the situation as the investigation progressed? What caused
this change? What would they do differently next time?
D.
Assessment
and Evaluation of Problem Based Learning (PBL)
Assessment
procedures must always be tailored to the goals the instruction is intended to
achieve, and it is always important for teachers to gather reliable and valid
assessment information. As with cooperative learning in which the instructional
intents are not the acquisition of declarative knowledge, assessment
tasks for problem-based lessons cannot consist solely of paper-andpencil tests.
Further, performance assessment can be used to measure students’
problem-solving potential as well as group work.
1. Assessing Understanding
Problem-based
learning goes beyond development of factual knowledge about a topicm and aims
instead at the development of rather sophisticated understandings of problems
and the world that surround students.
2. Using Checklists and Rating Scales
Finding valid and reliable measurement techniques is
a challenge faced by teachers who use PBL.
3. Assessing Adult Roles and
Situations
Problem-based
learning, as you read at the beginning of this chapter, strives to engage
students in situations that help them to learn about adult roles and to perform
some of the tasks associated with these roles. Adult situations that might be
learned and how they might be assessed are presented in Figure 11.7. Most of
these situations can be assessed using the performance assessment tests,
checklists, and rating scales described in the previous sections.
4. Assessing Learning Potential
Most
tests, whether paper-and-pencil or performance-oriented, are designed to
measure knowledge and skills at specific points in time. They do not
necessarily assess learning potential or readiness to learn. Vygotsky’s idea
about the zone of proximal development, described earlier, has prompted
measurement experts and teachers to consider how a student’s learning potential
might be measured, particularly potential that could be enhanced with the
guidance of a teacher or more advanced peer. Readiness (learning potential)
tests exist for reading and other language development areas. Assessment
devices that present students with problem-solving tasks that diagnose their
ability to benefit from particular kinds of instruction also exist. Assessment
tasks that measure learning potential in most areas, however, are still in
their infancy stage with much work yet to be done.
5. Assessing Group Effort
On
cooperative learning described assessment procedures used to assess and reward
students for both individual and group work. These procedures can also be used
for problem-based instruction. Assessing group effort reduces the harmful
competition that often results from comparing students with their peers and
makes school-based learning and assessment more like that found in real-life
situations.[6]
E.
Strengths and Weaknesses of Problem Based Learning (PBL)
Problem-based learning, just like
any other learning theory, has its collaboration and weaknesses. Its main
strengths are collaboration and hands-on experiences, which increase learning.
The main weakness is that since PBL is fairly new, there are not enough
resources and tests available to work with this model in all schools. If this
learning theory is used along with other theories and an eclectic approach is
taken, it can be very effective.
The strengths of Problem Based Learning (PBL)
·
focus
on: team work, problem-solving and independent thinking
·
students role:
active, activity-based, and self-motivated approach to learning
·
hands-on
experience with research processes.
·
Model
can be changed to fit instructors goals and needs.
·
Students
learn problem before learning how to solve it, giving them the chance to
explore options and possible solutions.
·
learning
is more “enjoyable and nurturing”
·
working
with peers
The
weakness of Problem Based Learning (PBL)
·
sometimes
criticized for having an “inflexible” and “linear” model.
·
research
has shown that this approach may increase certain skills but often results in
poorer performance on “traditional tests” based on specific subject content.
·
available
resources for this type of approach are limited and sometimes PBL is
unrealistic in its expectations for such materials.
·
learning
can be frustrating for students without proper facilitation (students are no
longer being given the answers as in traditional methods of teaching)
·
there
may be conflicting or confusing information at times.[7]
The benefit of Problem Based
Learning for Student especially
·
provide
more direct instruction on particular investigation skills such as lacating
information, drawing inferences from data, and analyzing rival hypotheses.
·
Take
more time to explain PBL lessons and expectations for student work
·
Provide
more time for students at each phase of their inquires
·
Establish
more precise time lines for checking progress and holding students accountable
for work.[8]
CONCLUSION
PBL
is an instructional method which focuses on the investigation and resolution of
messy, “real world” problems as a context for students to learn critical
thinking and problem solving skills. Unlike other
models in which the emphasis is on presenting ideas
and demonstrating skills, in problem-based learning, teachers present problem situations to students and get
them to investigate and find solutions on their own. The
instructional goals of problem-based learning are threefold: to help students
develop investigative and problemsolving skills, to provide students
experiences with adult roles, and to allow students to gain confidence in their
own ability to think and become self-regulated learners. Assessment and
evaluation tasks appropriate for problembased learning
necessitate finding alternative assessment procedures
to measure such student work as performances and
exhibits. These procedures go by the names of
performance assessment, authentic assessment, and portfolios.
Successful
execution of PBL does not come effortlessly (Todd 1991: 135). PBL is not a way
of teaching and learning that can be adopted and then discarded as another
passing phase (Bligh 1995: 325). It can be thought of as a way of taking higher
education into the future. The bonus from this mode of teaching comes from the
intellectual stimulation provided by the energetic levels of motivation and eagerness
of the students in such a curriculum.[9]
REFERENCES
Arends,
Richard I. (2001). Learning To Teach,
Fifth Edition. New York: McGraw Hill.
Krajcik,
J., Czerniak, C. M. and Berger, C. F. (1998), Teaching Children Science: A Project-Based Approach. New York:
McGraw Hill. This book is an excellent text on science teaching that detail how
to used problem-based instruction.
Hillman,
W. (2003). Learning How to Learn : Problem Based Learning.. Australian
Journal of Teacher Education, 28(2).
[1] Richard I. Arends. (2001). Learning To Teach, Fifth Edition. New
York: McGraw Hill.
[2] Richard I.
Arends. (2001). Learning To Teach, Fifth
Edition. New York: McGraw Hill.
[3] Krajcik, J., Czerniak, C. M. and
Berger, C. F. (1998), Teaching Children
Science: A Project-Based Approach. New York: McGraw Hill. This book is an
excellent text on science teaching that detail how to used problem-based
instruction.
[4] Richard I.
Arends. (2001). Learning To Teach, Fifth
Edition. New York: McGraw Hill.
[5] Richard I.
Arends. (2001). Learning To Teach, Fifth
Edition. New York: McGraw Hill.
[6] Richard I.
Arends. (2001). Learning To Teach, Fifth Edition.
New York: McGraw Hill.
[8] Richard I.
Arends. (2001). Learning To Teach, Fifth Edition.
New York: McGraw Hill.
[9] Hillman, W.
(2003). Learning How to Learn : Problem Based Learning.. Australian Journal
of Teacher Education, 28(2).
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