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UNDERSTANDING

PROBLEM-BASED LEARNING
(PBL) IN TEACHING SCIENCE

DEPARTMENT OF EDUCATION

KWL Chart
Problem-Based Learning

What you KNOW What you WANT TO What you LEARNED
KNOW

(Blue (Green (Orange
Metacard) Metacard) Metacard)

DEPARTMENT OF EDUCATION

OBJECTIVES:

1. Describe Problem-Based Learning as an approach in
teaching contents in Science

2. Differentiate PBL from other teaching methods or
approaches as to roles of the teacher and learners

3. Identify the processes that are involved in executing a
PBL lesson

4. Cite the advantages and disadvantages of utilizing PBL
in a lesson
DEPARTMENT OF EDUCATION

ACTIVITY: Mind Mapping Guiding Questions: What is PBL? DEPARTMENT OF EDUCATION .

4. definitions and other concepts of PBL and discuss them within your group 3. Complete the graphic organizer using the information in the article in order to have a clear concept on what PBL is all about. As you read. Share your output to the larger group DEPARTMENT OF EDUCATION . Read the articles given to your group 2.Mechanics: 1. look for examples.

ANALYSIS DEPARTMENT OF EDUCATION .

what animal would you choose to be and why? 2.SESSION BREAK… Call a Friend! 1. You have a NaCl solution. If you woke up tomorrow as an animal. how will you separate its components? DEPARTMENT OF EDUCATION .

How would you explain how Law of Interaction applies to a specific situation? DEPARTMENT OF EDUCATION . who would you like sitting next to you on the bench and why? 4. If you could sit on a bench in a beautiful woods.SESSION BREAK… Call a Friend! 3.

Traditional Curriculum The Science K to 12 The Traditional Curriculum Curriculum Student-centered Teacher-centered Integrated Discipline-Based Inquiry-based Book-based Community/culture Limited to a specific -based set up Problem-based Information gathering DEPARTMENT OF EDUCATION .K to 12 Curriculum vs.

What is Problem-Based Learning? 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. informED (2015) DEPARTMENT OF EDUCATION . Saga Briggs.

student-influenced inquiry process structured around complex. authentic questions and carefully designed products and tasks. --Project Based Learning Online – Buck Institute DEPARTMENT OF EDUCATION . What is Problem-Based Learning? A systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended.

– Information literacy – Self directed. DEPARTMENT OF EDUCATION . Objective of PBL • Knowledge – Theoretical – Clinical • Skills – Scientific reasoning – Critical appraisal. • Attitudes – value of teamwork – interpersonal skills – the importance of psycho-social issues. lifelong learning.

Students are actively involved. communication. and problem solving. Knowledge is transmitted from teacher to student. Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry. DEPARTMENT OF EDUCATION . Problem-Based Teacher and students learn together. Traditional vs PBL Teacher Based Students are viewed as learners. critical thinking. Students passively receive information.

Work is competitive and individually completed. Problem-Based Emphasis is on using and communicating knowledge effectively to address important. Focus is on a single discipline. Work is interdisciplinary. collaborative. current issues and problems in real-life contexts. DEPARTMENT OF EDUCATION . Traditional vs PBL Teacher Based Emphasis is on acquisition of knowledge. and supportive. cooperative.

Traditional vs PBL Teacher Based Assessment is used to monitor learning. papers. Problem-Based Assessment is used to promote and diagnose learning. performances. DEPARTMENT OF EDUCATION . portfolios. and so on. Desired learning is assessed directly through projects. Emphasis is on right answers. Desired learning is assessed indirectly through the use of objectively scored tests.

The Teacher’s Roles • Serves as facilitator • Models thinking and problem-solving strategies effectively • Structures meaningful tasks • Works with students to frame worthwhile questions • Manages the structure of multiple day-to-day activities to produce high quality outcomes • Teaches students to set goals DEPARTMENT OF EDUCATION .

peers. The Learners’ Roles • Set goals • Explore and ask questions • Work well with peers • Stay accountable to self. and teacher for project outcomes DEPARTMENT OF EDUCATION .

Process of Setting-up PBL in lesson Assessment Debfriefing the problem Set up the structure Present the problem Develop a problem DEPARTMENT OF EDUCATION .

Debriefing the problem • Even after final product is complete. Consider the following questions as a way of providing closure: – Were the strategies you used to solve the problem effective? What would you do differently? – What is the foundational or “big” issue at stake? – What did you learn academically? – What can you do now that you didn’t think you could do before? DEPARTMENT OF EDUCATION . more opportunities for learning exist.

Advantages of PBL • Teaching-learning is more enjoyable for both teachers and learners • Learning environment is more stimulating • Self directed learning skills are enhanced and retained DEPARTMENT OF EDUCATION .

Advantages of PBL • Promotes deeper rather than superficial learning • Promotes interaction between the teacher and learners and learners among themselves • Improves motivation to learn DEPARTMENT OF EDUCATION .

Disadvantages of PBL • Demands time • Sometimes stressful for learners and teachers • Learners acquire less knowledge of basic Sciences • Maybe difficult to implement when class sizes are large DEPARTMENT OF EDUCATION .

This That DEPARTMENT OF EDUCATION . Double That That Double This Double That Double Double. Double This This Double.SESSION BREAK… Double This! Double That Double.

MODELLING of a Lesson using Problem- Based Learning DEPARTMENT OF EDUCATION .

APPLICATION: KWL Chart Problem-Based Learning What you KNOW What you WANT TO What you LEARNED KNOW (Orange Metacard) DEPARTMENT OF EDUCATION .

The Will stated that the eldest should get half of the 17 camels while the middle son should get one-third of the 17 and the youngest son should get one-ninth of the 17 camels. Come to think of this… A father left 17 camels. the three sons started to quarrel with each other. When the father passed away. As it is not possible to divide 17 into half or 17 by 3 or 17 by 9. DEPARTMENT OF EDUCATION . as the inheritance to his three sons. his sons opened up the Will.

When the father passed away.A father left 17 camels. his sons opened up the Will. DEPARTMENT OF EDUCATION . as the inheritance to his three sons.

DEPARTMENT OF EDUCATION .The Will stated that the eldest should get half of the 17 camels while the middle son should get one-third of the 17 and the youngest son should get one-ninth of the 17 camels.

DEPARTMENT OF EDUCATION .As it is not possible to divide 17 into half or 17 by 3 or 17 by 9. the three sons started to quarrel with each other.

DEPARTMENT OF EDUCATION .So. the three sons decided to go to a wise woman. The wise woman listened patiently about the Will.

That increased the total to 18 camels. DEPARTMENT OF EDUCATION . after giving some thought.The wise woman. brought one camel of her own and added the same to the 17 camels.

So she gave the youngest son 2 camels DEPARTMENT OF EDUCATION . Half of 18 = 9. So she gave the eldest son 9 camels 1/3rd of 18 = 6.Now. she started reading the deceased father’s will. So she gave the middle son 6 camels 1/9th of 18 = 2.

which the wise woman took away. and this left one camel. DEPARTMENT OF EDUCATION .Now add this up: 9 plus 6 plus 2 is 17.

Lesson : The attitude of negotiation and problem solving is to find a possible solution and being open to ideas. DEPARTMENT OF EDUCATION . here the 18th camel is the idea! But we need to believe first that there are solutions to every problem.

LOUIE L. ALVAREZ Head Teacher III Batangas Province DEPARTMENT OF EDUCATION .