Link:
Problem-Based Learning (PBL) is an
active approach to teaching and learning that equips students to engage a range
of explanations and creative interventions and prepares them for practice in
complex and uncertain settings (Westhues,
Barsen, Freymond, & Train, 2014). By
using PBL and putting learning into students’ hands teachers can provide
students with more meaningful learning experiences. Rather than having a
teacher provide facts and then testing students’ ability to recall these facts
via memorization, PBL attempts to get students to apply knowledge to new
situations (Learning Theories, 2014), with learning
experiences that are more likely to build and retain knowledge and skills
students will use over time.
Problem-Based
Learning and Inquiry-Based Learning (IBL) are very similar in nature. As stated
in my previous blog post about Inquiry-Based
Learning (IBL), IBL is a teaching and learning method
that focuses heavily on the process of learning. Mäeots and Pedaste (2014) describe
IBL as both the process of acquiring content knowledge and improving inquiry
skills. In correlation, Johnson and Lamb (2007) describe PBL as a
n approach to learning focusing on the process of solving a problem and
acquiring knowledge. The main difference
between PBL and IBL is the stem of the problem.
PBL is also inquiry-based when students are active in creating the
problem. If the problem is given to
students from the instructor it is simply problem-based learning.
Implementing PBL into a classroom is
reinforcing 21st century skills of critical thinking, creativity,
problem-solving, motivation, and transforming knowledge to new situations. Because
future careers are unknown, “The 21st century calls for new skills, knowledge
and ways of learning to prepare students with abilities and competencies to
address the challenges of an uncertain, changing world” (Kuhlthau, 2010, p.17). When student enter the workforce they will
benefit from having the 21st century skills learned from PBL.
Problem-Based Learning can be applied in
a Family and Consumer Science classroom by presenting students with a problem,
having them ask questions of inquiry about the problem, and finally having them
come up with a solution for the problem. For example, in a Parenting class the
teacher could post the following problem “There is a support group forming at a
hospital for first time mothers. There
will need to be information put together with important things for first time
parents to know before their baby arrives. Questions parents have include
topics like: How to change a diaper, how to swaddle a newborn, how to install a
car seat, how to bath a baby, how and what to dress a baby in, how to
breastfeed, etc. How will the information be relayed to these parents?” Students would then pick one topic to
research and a method for relaying the information to first time parents.
Methods of relaying the information might include: Brochures, pamphlets,
presentations, demonstrations, short video clips, etc. The teacher would then
provide an authentic audience for the students to teach the topics to. The
audience might include a group of pregnant and expecting staff members or
members of the community.
Implementing Project-Based Learning into
a classroom is reinforcing the 21st century skills needed to be successful in
the future uncertain workforce. In PBL teachers do not take on a traditional
role, they adopt the role as a facilitator of learning, guiding the learning
process and promoting an environment of inquiry (Learning Theories, 2014). PBL can
be used in all content areas including Family and Consumer Sciences and these
resources are tools to help start the process of implementing PBL into a
classroom.
References
Johnson,
L., & Lamb, A. (2007). Project,
Problem, and Inquiry-based Learning Retrieved from http://eduscapes.com/tap/topic43.htm
Kuhlthau,
C. (2010). Guided inquiry: School libraries in the 21st Century. School
libraries worldwide, 17-28.
Learning Theories (2014). Problem-Based Learning (PBL) Retrieved from http://www.learning-theories.com/problem-based-learning-pbl.html
Mäeots,
M., & Pedaste, M. (2014). The role of general inquiry knowledge in
enhancing students’ transformative inquiry processes in a web-based learning
environment. Journal of Baltic science education, 13(1), 19-31.
Westhues, A., Barsen, C., Freymond, N., & Train, P.
(2014). An Outcome Evaluation of a Problem-Based Learning Approach With MSW
Students. Journal Of Social Work Education, 50(3), 472-489.
doi:10.1080/10437797.2014.917897
