lecture method

students to be passive in the classroom

relied on transcription, memorization, and repetition for learning.

This research shows that PBL provides students with the opportunity to gain theory and content
knowledge and comprehension. In addition, PBL helps students develop advanced cognitive
abilities such as critical thinking, problem solving, and communication skills. PBL also can
improve students' attitudes toward learning. Thus, as a pedagogical technique, problem-based
learning promotes the kinds of active learning that many educators advocate (Barr & Tagg,
1995).
 
roblem-based Learning: PBL is any learning environment in which the problem drives
the learning. That is, before students learn some knowledge they are given a
problem. The problem is posed so that the students discover that they need to learn
some new knowledge before they can solve the problem.

What skills should a student have before entering a PBL program? They should be
skilled at problem solving because that skill in needed as the students try to solve the
problem.

skilled in problem solving or critical thinking or "thinking on your feet" (as opposed
to rote recall).

Advantages of PBL
l greater recall of knowledge, retention
l interdisciplinary, can require accessing
and using information from a variety of
subject domains; better integration of
knowledge
l development of life-long learning skills:
how to research, how to communicate
in groups, how to handle problems

increased motivation, interest in subject

areas
l increased student-student interaction,
and student-instructor interaction

increased motivation, interest in subject

areas
l increased student-student interaction,
and student-instructor interaction

uring this course, you will use the PBL Model below to assess what is known,
to answer questions, and then to analyze various options before presenting a
recommendation or solution.

1. Read and analyze the scenario and situation.Check your

understanding of the scenario. Don't be tempted to start thinking about
potential solutions or to start looking for information. You will be more
effective in addressing complex scenarios by following Steps 1 through
7.
2. List hypotheses, ideas, or hunches. You will usually have some
theories or hypotheses about the cause of the problem or ideas about
how to solve the problem. These need to be listed; they will be
supported or refuted as your investigation proceeds. You will also list
many alternative conceptions that need to be addressed.
3. List what is known. If needed, print a copy of the scenario and
situation and move away from the computer. Make a list of everything
you know. You do not need to conduct any research at this point. Just
draw from your prior knowledge and the information that is included in
the scenario.
4. List what is unknown. Prepare a list of questions that you think need
to be answered to solve the problem. Several types of questions may be
appropriate. Some may address concepts or principles that need to be
learned in order to address the situation. Other questions may be in the
form of requests for more information. These questions will guide
research that may take place on the Internet/WWW, in the library, or
with other sources.
5. List what needs to be done. Plan the investigation. Such actions may
include questioning an expert, getting online data, or visiting a library to
find answers to the questions developed in Step 4. When working with a
team, divide the duties.
 6. Develop a problem statement. A problem statement is a one or two
sentence idea that clearly identifies what you are trying to solve,
produce, respond to, test, or find out. In more complex situations, you
may have to begin Step 7, then consider the emerging information in
order to complete Step 6. Keep in mind that the problem statement may
have to be revised as new information is discovered and brought to bear
on the situation. Developing a Problem Statement
7. Gather information. You will gather, organize, analyze, and interpret
information from multiple sources. Exchange ideas; think about
solutions; weigh alternatives; and consider the pros and cons of
potential courses of action. As more information is gathered, the
problem statement may be refined or altered. Or, based upon your
research data, a recommended solution or opinion may be appropriate.
8. Present findings. Prepare a report or presentation in which you make
recommendations, predictions, inferences, or other appropriate
resolutions of the problem. Be prepared to support the positions you
take. If appropriate, consider a multimedia presentation using images,
graphics, or sound.

In PBL, your teacher acts as facilitator and mentor,

rather than a source of "solutions."

Problem based learning will provide you with opportunities to

 examine and try out what you know

 discover what you need to learn
 develop your people skills for achieving higher performance in teams
 improve your communications skills
 state and defend positions with evidence and sound argument
 become more flexible in processing information and meeting obligations
 practice skills that you will need after your education
Problem-based learning (PBL) is a student-centered instructional strategy in which students
collaboratively solve problems and reflect on their experiences.

PBL is based on the educational theories of Vygotsky, Dewey, and others, and is related to social-cultural
constructivist theories of learning and instructional design.

Characteristics of PBL are:

 Learning is driven by challenging, open-ended, ill-defined and ill-structured, practical problems.

 Students generally work in collaborative groups. Problem based learning environments may be
designed for individual learning.
 Teachers take on the role as "facilitators" of learning.
 Instructional activities are based on learning strategies involving semantic reasoning, case based
reasoning, analogical reasoning, causal reasoning, and inquiry reasoning, These activities include
creating stories; reasoning about cases; concept mapping; causal mapping; cognitive hypertext
crisscrossing; reason analysis unredoing; analogy making; and question generating;

From a constructivist perspective Problem-based learning (PBL), the role of the instructor is to guide the
learning process rather than provide knowledge (Hmelo-Silver & Barrows, 2006). From this perspective,
feedback and reflection on the learning process and group dynamics are essential components of PBL.

Problem-based learning is widely used in many medical universities world wide. It serves as a student-
centered instructional strategy in which students collaboratively solve problems and reflect on their
experiences. Characteristics of PBL are: Learning is driven by challenging, open-ended problems;
Students work in small collaborative groups; Teachers take on the role as "facilitators" of learning. [5]

The five-step model in the chart below identifies these steps:

1. Problem is presented and read by group member, while another acts as

scribe to mark down FACTS as identified by group.
2. Students discuss what is known (the facts).
3. Students discuss what they think and identify the broad problem

(brainstorm their ideas and formulate their hypotheses).

4. Students identify their learning needs (what they need to learn in order to
prove or disprove their ideas).
5. Students share research findings with their peers, then recycle steps 2-4