Problem Based Learning: Classroom Inquiry for

Critical ThinkingDr. Nakia Pope and Dr. Chitra Chandrasekaran

CETL Workshop Spring 2014Texas Wesleyan University

What is problem based learning? How is it used? What are the benefits? Disadvantages?

How does it fit in with current learning theory and practice?

Overview: Part I

What is it? Student-centered,

active learning via problem solving

Instructor is seen as a facilitator, or tutor

Problem Based Learning (PBL)

PBL is a constructivist approach to learning

Who uses it? Introduced first in

McMaster Univ. medical school (Neville, 2009)

University level◦ Science, law, education,

business, engineering Primary/Secondary

(K-12)

Objectivist vs Constructivist

Instructor-Centered

Student-Centered

Objectivist◦ Guided instruction◦ Knowledge viewed as

a separate construct independent of the individual

◦ Role of the learner is to acquire knowledge (learning objectives)

Constructivist◦ Facilitated

instruction◦ Knowledge is

constructed by the individual based on previous experiences

◦ Learner incorporates new knowledge by adjusting their own experiences

Enhances content knowledge Promotes critical thinking, collaboration, and

independent learning May be more reflective of “real-world” situations

they would encounter in a job setting Student outcomes data support the use of PBL

(Hmelo-Silver et al, 2007)◦ Middle school science standardized tests; 13-

14% improvement◦ Reduction in achievement gap seen in certain

groups◦ Positive effects on physician competence (Koh

et al, 2008)

Proponents of PBL Say….

Kirschner et al. ; 2006 : Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

The authors argue :◦ guided instruction (objectivist approach) best

supports the way humans learn◦ their data supports that constructivist

approaches are consistently less effective that guided instruction. (Kirschner et al, 2006)

However….

Problem-based learning is not in this category of minimally guided instruction. (Schmidt et al., 2007)

Inquiry learning and problem based learning employ a technique known as scaffolding that enhances learning (Hmelo-Silver et al, (2007)

And the response…

In Kirschner et al.’s original article, there is a statement :◦ “…Roblyer, Edwards, and Havriluk (1997)

reported that teachers have found that discovery learning is successful only when students have prerequisite knowledge and undergo some prior structured experiences.” (Kirschner et al, 2006)

Newer papers have sought to synthesize the opposing viewpoints, emphasizing the merits of both approaches

And the compromise…

PBL and Science Education Guiding examples for me in using

PBL in my courses Reflections of PBL use in my

instruction

Overview: Part II

Scientific method=PBL? Yes.◦ Hypothesis driven (the “problem”)◦ Choosing the approach (problem-solving, critical

thinking)◦ Analysis of data provides direction (open-ended)

Laboratory instruction=PBL? Maybe.◦ Cookbook approaches, especially in freshman

courses◦ What is the best way to incorporate PBL in

laboratory instruction? Independent Research =PBL. Yes

PBL—a natural fit in sciences?

7 Essential Elements (adapted from Larmer and Mergendoller, 2010):◦ Meaningful Content◦ Engagement of Students◦ A Driving Question◦ Student Autonomy (Voice and Choice)◦ Modern skills◦ Inquiry/Innovation◦ Time for reflection, feedback, and revision

What is needed for success?

Opportunity for undergraduate students to participate in genomics research.

Collaboration between primarily undergraduate institutions and Washington University in St. Louis (Dr. Sarah Elgin, Dept of Biology).

Guiding Example: Genomics Education Partnership

Meaningful Content and A Driving Question:◦ Students “decode” a

novel region of a chromosome

◦ Fundamental to understanding key principles of gene function

Engagement of Students◦ Students were (and

are) offered authorship in peer-reviewed publications

GEP as PBL?

All images from gep.wustl.edu

Modern skills◦ Exposure to research

databases and tools

◦ Access to state of the art facilities at Washington University

Inquiry/InnovationAll images from gep.wustl.edu

Biology 4412: Techniques in Molecular Biology (2008-2011)◦ Two weeks of content instruction

(demos, etc)◦ Students assigned their piece of

chromosome and supporting documentation

◦ Students had open class time/lab time for 3 weeks to work on their project Computer lab Independence and Collaboration

◦ Students wrote their results in scientific paper style and presented their results in an oral presentation

How I used this:

Junior/Senior course: Pretty good◦ Had multiple class and laboratory classes◦ Students had time to learn mechanics and had

prerequisite knowledge◦ Students formed collaborative groups◦ Instructor (me) got out of the way◦ Open-ended questions; real world problems

Reflections of my use of Problem Based Learning

PBL can be a very effective tool in engaging students

What I learned:◦ Students (and instructors) need time◦ How you pose the problem is critical◦ Balance between the individual and the group◦ For me, some mix of guided instruction/discovery

learning seems to work the best What I still do not know

◦ How to evaluate student learning gains when using different approaches

My observations

Websites◦ Genomics Education Partnership (gep.wustl.edu)

Literature Cited◦ Neville, A.L. (2009). Med Princ Pract 18:1-9◦ Kirschner, P.A., Sweller, J., and Clark, R.E. (2006). Educ

Psych 41:75-86◦ Hmelo-Silver, C.E., Duncan, R.G., and Chinn, C.A.

(2007). Educ Psych 42:99-107◦ Koh, G. C.-H.; Khoo, H. E.; Wong, M. L.; Koh, D. (2008).

Canadian Medical Association Journal 178 (1): 34–41◦ Larmer J. and Mergendoller, J.R. (2010) Educational

Leadership 68 (1)

Websites and Literature Cited