Problem 4 - PBL Flashcards
Constructivism
- learners try to actively organise it and give what they learned meaning.
- construction of knowledge.
Individual constructivism
Learners combine different spatial relations they have learned into a general mental representation of how the environment is arranged.
Social constructivism
Collaboration between individuals to understand the world and create new knowledge
Criticism of constructivism
- vague explanations of the cognitive processes that underlie learning
- teachers do not have much influence on students
- too passive
Why and how did PBL develop?
- help learn medical information
- 1960s = how to apply knowledge.
- introduced real-life problems
What happens in PBL
- complex, ill-structured problem
- relies on previous knowledge
- collaborative learning
- tutors guide, monitor, evaluate, contribute and stimulate the discussion
Why was PBL designed?
- shows relevance by providing realistic context
- develop interpersonal skills
- control over learning = motivating factor
Developing self-directed learning skills (SDL)
- refers to the preparedness of a student to engage in learning activities defined by themselves rather than a teacher.
Process of PBL
- Prediscussion
- Formulation of learning goals
- Individual self-directed learning
- Sharing and critically evaluating the literature
3 types of PBL
- Stressing construction of a flexible knowledge base.
- Emphasizing the development of inquiry skills.
- Sees PBL as a tool for learning how to learn.
Key elements of PBL: 3 levels
- Curriculum level: identical for all students in a specific course
- Group level: may play a role depending on the group.
- Individual level: student’s SDL activities
Curriculum level
- identical for all
- 5 rules: must build prior knowledge, start discussions, stimulate sdl, encourage integration and transfer, relevant for later professions.
- small groups
- chair and scribe
Group level
- specific working group but not necessarily all groups
- tutor stimulate important questions, gradually becomes passive.
- 3 elements: cognitive congruence (student language), social congruence (involvement in student’s lives), expertise (knowledgeable).
- self-generated learning goals
Individual/student level
- SDL
- associated with sense of control
- degree of self-management, self-control and desire to learn determines SDL
- high performance scores
PBL and its siblings (Barrows): project-based learning
- authentic problems + ill-structured tasks
- cooperation between students, teachers and supervisor
- focused on student input
- student centered.
PBL and its siblings (Barrows): case-based learning
- collaborative learning
- problem based
- students need to prepare before class
PBL and its siblings (Barrows): inquiry-based learning
- student centered
- open questions or situations with different possible answers
- teacher has role of expert
- no literature
Research on perceptions and experiences in PBL
- enthusiasm (students/tutors)
- perception of more effort
- satisfied with higher responsibility
- better communication skills/critical thinking
- disadvantage: uncertainty created in certain people
Research into the effects of PBL on knowledge and competence
- more information remembered
- better performance on tests: application of knowledge
- long-term
- better communication and critical thinking skills
Why minimal guidance in instruction does not help (kirschner 2006)
- guided guidance = better
- positive effects of guidance reduces when someone has prior knowledge
Principles: - students challenged to solve authentic problems and construct knowledge
- knowledge best gained through experience.
Characteristics/advantages of PBL
- know what to do and how to do it
- intrinsic motivation + high sense of responsibility + better communication skills
Disadvantages of PBL
- Minimal guidance
- Heavy on WM
- Incomplete learning: exploration and discovery
- Variability in learning outcomes: collaboration vs self-directed learning.
- Time constraints
- Assessment challenges: not enough depth of understanding
3 types of knowledge among experts
- Content: amount + organization
- Pedagogical: knowledge beyond subject
- Curricular: tools to explain and clarify material
PBL and Cognitive load theory
- heavy on WM
- novice students have little prior knowledge making it hard to integrate with new schemes.
- worked example effect: better performance when you have to learn the steps.
- process worksheets are good too.
- PBL can be less effective as it can lead to misconceptions or incorrectly organized knowledge.
PBL is compatible with human cognitive architecture
- PBL allows for flexible adaptation or guidance and the underlying principles are consistent with the organization of our cognitive structures.
Elements of good PBL education
- small groups: cognitive burden shared
- training skills to work in groups (minimize extraneous CL)
- learning task (reduce intrinsic CL)
- prior knowledge is activated (reduce intrinsic burden)
- facilitation of process (reduce intrinsic burden), intervene when needed (reduce extraneous load)
