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EUCLIDESEnhancing theUse ofCooperativeLearning toIncreaseDevelopment ofScience studies
134246-LLP-1-2007-IT-1-COMENIUS-CMP
Grant Agreement 2007-3434/001-001
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
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EUCLIDESEnhancing theUse ofCooperativeLearning toIncreaseDevelopment ofScience studies
134246-LLP-1-2007-IT-1-COMENIUS-CMP
Grant Agreement 2007-3434/001-001
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
2
INDEX
1. Introduction. What is PBL?
1.1 Benefits in the use of PBL
1.2 Skills developed through PBL
2. PBL in Euclides: organisational steps and online environment
3. The structure of the Learning Environment
4. PBL in Euclides step by step
4.1 SETTING\ue000 DEVELOPMENT OF THE LEARNING ENVIRONMENT
4.2 SETTING - in the platform
4.3 SCENARIO\ue000 presentation of a situation encouraging the
development of scenarios existing in the curricula and definition of the
problem
4.4 The SCENARIO in the platform
4.5 The RESEARCH PATH
4.6 The RESEARCH PATH in the platform
4.7 EVALUATION
4.8 EVALUATION in the platform
4.9 Creation and PRESENTATION of the final product
4.10. PRESENTATION in the platform
5. The EUROPEAN SHARING ROOM
6. The role of the teacher as facilitator
7. Common difficulties in PBL Groups and right approach to tutorial
problems
EUCLIDESEnhancing theUse ofCooperativeLearning toIncreaseDevelopment ofScience studies
134246-LLP-1-2007-IT-1-COMENIUS-CMP
Grant Agreement 2007-3434/001-001
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which
may be made of the information contained therein.
3
1. Introduction: a brief description of PBL
What is PBL? PBL is not a new educational model. Both Plato and Socrates
required that their students think, collect information directly, search for new
ideas and debate them in a scholarly environment.
Where does PBL come from? PBL was officially adopted as a pedagogical
approach in 1968 at the McMaster University, a Canadian medical school, since students were unable to apply their basic scientific knowledge to clinical situations.
How does it Work? Students in small groups investigate and analyze
problems/scenarios by: 1) identifying the FACTS in the problem/scenario; 2) generating their IDEAS about the scenario/problem and identifying what the problem is; 3) finally identifying what they have to LEARN - in order to test their hypotheses (ideas).
Why is PBL an effective scientific approach? The use of this three step
inquiry-organizer helps students to become familiar with the reasoning process of a scientist, helps also to fill the gaps in their own knowledge, and to use their newly acquired knowledge to refine or discard their ideas thus generating a whole new set of LEARNING NEEDS.
1.1 Benefits in the use of PBL
The PBL method is:
\u00a7student centred (understanding the needs of the student learner)
\u00a7 integrative (skills and content)
\u00a7 problem-based (e.g. it works with real world/real time problems)
\u00a7 self-directed (e.g. pursue own learning enquiry and often manage
complex timetabling)
\u00a7collaborative
\u00a7reflective
\u00a7creative\ue005 encourages making connections and thinking\ue001outside the box\ue002
of 00
Guidelines Euclides En
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