Problem-Based
Learning Models
A teaching strategy
designed to teach
problem-solving skills
and content, and to
develop self-directed
learning
Two models:
• Problem-Solving Model
• Inquiry Model
Video Clip
• Classroom Observation: Tim Bedley 4/5 Combo Class
Problem-Based Learning:
An Overview
3 Common characteristics:
• Problems used as a focal point for student
inquiry / investigation
• Students are actively involved in solving
problems or answering questions
• Teachers facilitate & guide
Teacher’s Role as a Facilitator:
•
•
•
•
•
Pose problems
Ask probing questions
Create risk-free environment
Develop high interest challenges
Monitor progress
Goals of Problem-Based
Learning Model
3 Interrelated goals:
1.
To develop student understanding & ability to
investigate systematically
2.
To develop self-directed learning
3.
To acquire content knowledge
(not a major goal)
Theoretical Foundations of
Problem Solving Model
Based on work of
1. John Dewey: experiential learning
2. Lev Vygotsky: socio-cultural,
interactive learning
John Dewey 1859-1952
Beliefs:
• Children learn by exploring their environment
• Children learn by interacting with others –
especially their peers
• Schools need to take advantage of how children
learn
• Knowledge should be delivered through teacher
lecture or just learned in books
• Schools should bring the outdoors inside
• Learning should be guided by the scientific
method
Vygotsky’s SocialCultural Theory
Learning occurs when
children interact with
each other in social
situations
Problem-Solving Model
5 steps:
1. Identify the problem
2. Represent the problem
3. Select a strategy
4. Implement the strategy
5. Evaluate the results
Planning for Problem-Solving
Activities
Short Term:
• Solve the problem
• Understand the content
Long Term:
• Understand the process
• Become self-directed learner
Phases of Problem-Solving Models
Phase
Learning & Motivation Function
Phase 1: Identify the Problem
Teacher & student collaborate
• Attracts attention
• Motivates, challenges
Phase 2: Represent the Problem
Students use drawings & analogies
• Activates background knowledge
• Reduces work load on working
memory
Phase 3: Select a Strategy
Students select best strategy
• Develops metacognition
• Begins schema development
Phase 4: Implement the Strategy
Strategy is implemented using data
• Promotes involvement
•
Phase 5: Evaluate results
Students analyze results to see if
solution makes sense
• Facilitates transfer
• Advances schema development
Inquiry Model
Inquiry is both a teaching strategy and a way
of discovering how the world works
Inquiry is central to scientific thinking
Inquiry Model differs from other models
in 3 ways:
1. Teachers do not intrude on student inquiry
process
2. Allocating time is important – most
inquiries take longer than one class period
3. Main objectives: to develop inquiry skills
and to develop self-directed learning
4 Steps of Inquiry Model
1. Identify inquiry topic & learning
objectives
2. Identify inquiry questions
3. Plan for data gathering
4 Allocate time
Inquiry Model:
Learning & Motivation Functions
Phase
Learning & Motivation Function
Phase 1: Identify Question
Question / problem provides focus for
student investigation
• Attracts attention
• Motivates & challenges
Phase 2: Generate Hypotheses
Students generate hypotheses
• Activates background knowledge
• Begins schema development
Phase 3: Gather Data:
Students gather data related to
hypotheses
• Develops metacognition
• Involves students
Phase 4: Asses Hypotheses
• Promotes competence
Students assess validity of hypotheses • Achieves equilibrium
based on data
Phase 5: Generalize
Students generalize based on
hypothesis assessment
• Facilitates transfer
• Advances schema development