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Problem-Based Learning

• You are a scientist working for the state
  department of nuclear safety. Some people in a
  small community feel their health is at risk
  because a company keeps thorium piled above
  ground at one of their plants. What action, if
  any, should be taken?
• Summer Challenge 1992, IMSA

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Problem-Based Learning

• You are a member of a county board. Certain
  individuals want to develop a low-level-radioactiv
  e waste disposal in your county as a way of
  generating jobs. Others disagree, citing concerns
  about health risks such as ground water
  contamination and increased cancer rates. How do
  you fairly and equitably resolve this dispute?
• ISU Physics Teacher Education Program

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Problem-Based Learning

• A wind energy consortium is hoping to build a
  250-unit wind farm in central Illinois. The
  consortium has been completing contracts with
  local farmers to erect 400-foot-tall,
  three-propeller wind mills on their lands. Local
  home owners are up in arms about the pending
  development. You are a judge and have been asked
  for a restraining order. What do you do?
• ISU Physics Teacher Education Program

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Problem-Based Learning

• helps develop mastery of core subjects and 21st
  century themes (English Reading or Language
  Arts World Language Arts Mathematics
  Economics Science Geography History and
  Government and Civics)
• weaves 21st century interdisciplinary themes into
  core subjects (Global Awareness Financial,
  Economic, Business and Entrepreneurial Literacy
  Civic Literacy Health Literacy and
  Environmental Literacy)

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PBL promotes learning skills

• CREATIVITY AND INNOVATION
• CRITICAL THINKING AND PROBLEM SOLVING
• COMMUNICATION AND COLLABORATION
• INFORMATION LITERACY
• MEDIA LITERACY
• ICT (Information, Communications and Technology)
  LITERACY

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PBL promotes life/career skills

• FLEXIBILITY AND ADAPTABILITY
• INITIATIVE AND SELF-DIRECTION
• SOCIAL AND CROSS-CULTURAL SKILLS
• PRODUCTIVITY AND ACCOUNTABILITY
• LEADERSHIP AND RESPONSIBILITY

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Other benefits of employing PBLs

• substantial, broad, and interconnected learning
• engaging and motivational
• shows relevance of science in authentic
  situations
• models scientists working in context
• demands use of higher-order thinking skills
• helps students learn how to learn
• shows the applicability of learning
• stresses learning over teaching
• utilizes Internet and other learning technologies

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For operational definitions, see

• Partnership for 21st Century Skills
• http//www.p21.org/

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How does PBL do this?

• confronts students with a problem that has no
  clear or easy solution.
• places students in active roles as real-world
  problem solvers
• requires students to gather and use scientific
  data or other evidence
• requires students to evaluate arguments coming
  from a variety of sources

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PBL causes a shift in roles

• teacher models / coaches / fades
• ask about thinking
• probe / challenge
• keep students involved
• monitor / adjust challenge
• manage group dynamics
• students become active problem solvers
• actively engaged
• construct meaning
• become self directed

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PBL Processes

• Problem Design
• ill-structured problem based on desired outcomes,
  learner characteristics, and compelling problems.
• teacher anticipates learners needs
• teacher makes resources available
• Cognitive Coaching
• facilitates student definition of problem through
  cycles of know / need to know
• teachers model, coach, and fade in supporting
  student learning process

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The Problem

• requires inquiry, information gathering, and
  evaluation
• is tentative and changing
• involves students in making value judgments
• often has no right solution or answer
• demands that students make and then defend their
  conclusions on the basis of evidence and logical
  argumentation
• provides challenge and motivation
• appeals to human desire for resolution
• sets up need for and context of learning

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Additional PBL Examples 1

• location of a theme park in an environmentally
  sensitive area
• building a nuclear power plant in someones
  backyard
• dealing with the global warming controversy
• the conservation of energy
• nuclear energy vs. fossil fuels
• the trial of Galileo
• creation vs. evolution
• funding to search for NEO asteroids/comets

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Additional PBL Examples 2

• relativity theory (can this be real?)
• the atom, radioactivity, and humanity
• thermodynamics and creationism
• nature of the world system
• electricity the electronic revolution (Big
  Brother, virtual reality, video games)
• thermodynamics the automobile
• fossil fuels vs. alternative energy sources
• radiation and food "sanitation

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Assessment of PBL Outcomes

• students generate a product in accord with
  original problem statement
• excellent location to use authentic / alternative
  assessments
• self assessment
• peer assessment
• teacher assessment

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PBL vs. Other Approaches

• The Range of Teaching Methodologies

Problem-focused discussion
Case method
Anchored problem solving
Authentic situation
Lecture
Teacher-led discussion
Role playing
Discovery-based inquiry
Problem-based learning
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Problems/Issues with PBLs

• Can be time consuming
• Sometimes students must argue against their
  beliefs
• Not always perceived as learning
• Keeping students on task
• General issues encountered with group work
• Is the content lost?
• Resistance of students

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Teaching and Learning???
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ISU PHY 311 PBLs on Internet

• http//phy.ilstu.edu/pte/311.html