EDU 503 ADVANTAGES AND DISADVANTAGES OF PROBLEM BASED AND PROJECT BASED LEARNING
EDU 503 PPG Semester 1 ERSA1A
Prepared by: Mohd Erwan Ahamad Superi 2011813644 Razali Yusoh 2011807862 Mohamad Sa’ari Arif Shah 2011482058 Syahman Adzhar 2011210714
To attention of: Mr. Jaferi Hanafi Yaakob Learning Facilitator for Instruction, Technology and Assessment
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The best way for students to learn science is to experience problems that challenge science, and the thought, habits of mind and actions associated with trying to solve them. This implies opportunities for authentic, inquiry-based learning. Problem-based learning (PBL) is a powerful vehicle for this, in which a real-world problem becomes a context for students to investigate, in depth, what they need to know and want to know (Checkly, 1997). It is a robust, constructivist process, shaped and directed primarily by the student, with the instructor as metacognitive coach. PBL is not just another iteration of what many science educators already use in their classrooms. To be truly "problem-based", Gallagher (1995) emphasizes, all three of these key features must be present: initiating learning with a problem, exclusive use of ill-defined problems and teacher as metacognitive coach. The theme of science education reform is to understand science as ways of thinking and doing as well as bodies of knowledge. Emphases are thinking and problem solving and habits of mind that promote exploration and discovery such as curiosity, questioning, openness to ideas, learning from errors and persistence. Learning needs to occur in the context of real investigation through inquiry and reasoning, which means teaching for understanding not memorization of facts (AAAS, 1989; NSTA, 1992). Learning specialists concur. Wiggins and McTighe (1998) advise that learning is best, much more takes place, when the learner is the one who looks deeper to create meaning and develop understanding. Understanding, Perkins and Blythe (1994) explain, is deep learning that goes well beyond simply "knowing", such as being able to do thought-demanding things with a topic like finding evidence and interpreting information in new ways. Wiggins and McTighe (1998) stress that students need to "uncover" content for meaning, to question and verify ideas if they are to be understood, and Caine and Caine (1997) emphasize that the mind needs to be understood as purposive, self-reflective, creative, and requiring freedom to create meaning. For these reasons, advise Wiggins and McTighe (1998), a priority in teaching for understanding is shaping content in ways that engage students in making sense out of it through inquiry and application. In PBL there is a shift in roles for students and teachers. The student, not the teacher, takes primary responsibility for what is learned and how . The teacher is "guide on the side" or metacognitive coach in contrast to "sage on the stage", raising questions that challenge students' thinking and help shape self-directed learning so that the search for meaning becomes a personal construction of the learner. Understanding occurs through collaborative self-directed, authentic learning, characterized by problem-finding, problem solving, reiteration and self-evaluation. This, says Barrows (1997), is what distinguishes true PBL from "same-name" methods that use a problem of any sort somewhere in the teaching/learning sequence.
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In PBL, Gallagher (1995) explains, students encounter a problem as it occurs in the real world, outside the classroom. There is insufficient information to develop a solution, no single right answer or strategy, and a need to redefine the problem as new information is gathered. Ultimately, students can't be sure of their solutions because information will still be missing. This also characterizes science "a process of thinking about problems then designing means of approaching them... not necessarily to solve the problem you outlined , but to make an inroad or a start, asking what further approaches can I use to get a
handle on this problem?" Benefits of Problem-Based Learning For students it’s a student-centered approach. Typically students find it more enjoyable and satisfying. It encourages greater understanding. Students with PBL experience rate their abilities higher. PBL develops lifelong learning skills. For teachers the class attendance increases. The method affords more intrinsic reward. It encourages students to spend more time studying. I t promotes interdisciplinary. For schools it makes student learning a priority. It may aid student retention. It may be taken as evidence that an institution values teaching. Risks of Problem-Based Learning For Students the prior learning experiences do not prepare students well for PBL. PBL requires more time and takes away study time from other subjects. It creates some anxiety because learning is messier. Sometimes group dynamics issues compromise PBL effectiveness. Less content knowledge may be learned. For teachers PBL might creating suitable problem scenarios is difficult. It requires more prep time. Students have queries about the process. Group dynamics issues may require faculty intervention. It raises new questions about what to assess and how. For schools It requires a change in educational philosophy for faculty who mostly lecture. The school management will need staff development and support. It generally takes more instructors. It works best with flexible classroom space. It engenders resistance from faculty who question its efficacy and needs planning.
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Project-based learning offers a wide range of benefits to both students and teachers. A growing body of academic research supports the use of project-based learning in school to engage students, cut absenteeism, boost cooperative learning skills, and improve academic performance (George Lucas Educational Foundation, 2001). For students, benefits of project-based learning include: • Increased attendance, growth in self-reliance, and improved attitudes toward learning (Thomas, 2000) • Academic gains equal to or better than those generated by other models, with students involved in projects taking greater responsibility for their own learning than during more traditional classroom activities (Boaler, 1997; SRI, 2000 ) • Opportunities to develop complex skills, such as higher-order thinking, problem-solving, collaborating, and communicating (SRI, 2000) • Access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002) For many science students, the appeal of this learning style comes from the authenticity of the experience. Students take on the role and behaviour of those working in a particular discipline. Whether they are making a scrap book about an environmental concern, designing a fair test in science laboratory, students are engaged in real-world activities that have significance beyond the classroom. For teachers, additional benefits include enhanced professionalism and collaboration among colleagues, and opportunities to build relationships with students (Thomas, 2000). Additionally, many teachers are pleased to find a model that accommodates diverse learners by introducing a wider range of learning opportunities into the classroom. Teachers find that students who benefit the most from project-based learning tend to be those for whom traditional instructional methods and approaches are not effective (SRI, 2000). Most of the study describes a classroom where the teacher is using the project-based learning model effectively. In such a setting: • There is a problem with no predetermined answer • There is an atmosphere that tolerates error and change • Students make decisions with a framework • Students design the process for reaching a solution • Students have a chance to reflect on the activities • Assessment takes place continuously • A final product results and is evaluated for quality
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For students accustomed to a more traditional school experience, this means a transformation from following orders to carrying out self-directed learning activities; from memorizing and repeating to discovering, integrating, and presenting; from listening and reacting to communicating and taking responsibility; from knowledge of facts, terms, and content to understanding processes; from theory to application of theory; from being teacher dependent to being empowered. Teachers who bring project-based learning into the classroom may have to adopt new instructional strategies to achieve success. Having the teacher take the role of guide or facilitator is not the way that most educators were taught, nor even the way they were taught to teach. Direct-instruction methods that rely on textbooks, lectures, and traditional assessments do not work well in the more open-ended, interdisciplinary world of projectbased learning. Rather, teachers do more coaching and modeling and less "telling." They need to be comfortable with "wrong turns" that students may make en route to completing a project. Teachers may find themselves learning alongside their students as projects unfold. Specific challenges facing teachers include: • Recognizing situations that make for good projects • Structuring problems as learning opportunities • Collaborating with colleagues to develop interdisciplinary projects • Managing the learning process • Integrating technologies where appropriate • Developing authentic assessments Indeed, teachers may have to be willing to take risks to overcome initial challenges. A supportive administration can help by implementing more flexible schedules, such as block schedules or team planning time, and providing teachers with professional development opportunities.
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