Step 8
Rationale for Problem Based Learning
West Virginia Institute for 21st Century Leadership
Problem Based Learning (PBL) is an approach in which the problem comes first and the learner constructs knowledge during the process of studying the problem or real-life scenario. While well established in the medical school curriculum, PBL has recently gained acceptance within the education community. PBL is compatible with adult learning theory and is being recognized as a 21st century approach for classroom instruction as well as professional development as it replaces the traditional lecture approach with an authentic learning experience. PBL is a particularly effective process for the study of problems within a framework of constant change. PBL provides a challenging, motivating, and enjoyable approach to learning using both self-directed and cooperative group activities.
The main purpose of PBL is to develop deep understanding of knowledge with the ability to use this knowledge in real-world applications. PBL does this by:
- Activating learners’ prior knowledge to help them understand new information
- Enabling learners to interact with others to add new knowledge that aids their understanding
- Providing a context for learning to help the learner apply knowledge to real situations of interest
- Developing the learner’s ability to synthesize information and apply information appropriately to the problem being solved
- Incorporating 21st century skills for information acquisition and processing including critical thinking and problem solving applications
PBL is an open-ended process that begins with the following essential questions:
- What is the goal of the project?
- What are the strengths/assets/resources that already exist that will support working toward and accomplishing the goal?
- What are the barriers to working toward and accomplishing the goal?
A critical step in PBL is the act of problem finding. Investigation to identify or find the problem is conducted at two levels:
- First Order Problem Finding: Identifying problems that are obvious and readily apparent from data, observations, and other formal and informal evaluations and assessments.
- Second Order Problem Finding: Assimilating the elements of first order change and forming a hypothesis as to the underlying cause(s). Continuing to collect evidence to support or reject the hypothesis and finally characterizing or diagnosing the problem in explicit terms.
Authentic assessment tools used in a PBL approach include peer and self-evaluation, rubrics for planning and assessing learning, and reflective practice. These assessments are essential to planning the next steps for continued investigation of the problem.