Problem-Based Learning by Jonathan Hash

Educational Theories Associated with Problem-Based Learning: Constructivism

Problem-based learning is an instructional model that is closely associated with constructivist learning theories. Two respected influential educational theorists, Piaget and Vygotsky, have contributed to the development of constructivism and problem-based learning models. Piaget supported a cognitive constructivist theory which suggests, “Knowledge is constructed with the mind of the learner” (Harasim, 2012, p. 64). Further, according to Piaget’s school of thought, “The learner is not an empty vessel to be filled with knowledge of the teacher, but is an active organism creating meaning through contact and interaction with the external world” (2012, p. 64). Vygotsky, however, is most closely associated with constructivist learning theories and problem based learning. Vygotsky focused on social constructivist theory and created the idea of the “zone of proximal development”. According to Vygotsky's zone of proximal development, “learning takes place when learners solve problems beyond their actual development level- but within their level of potential development” (2012, p. 67). Ideally, according to Vygotsky, students achieve their zone of proximal development by solving problems in a collaborative classroom setting as the teacher facilitates.  Therefore, the constructivist approach emphasizes the idea that the teacher is a facilitator rather than a deliverer of information resulting in a learner-centered classroom based on inquiry. Moreover, constructivists believe students should explore and experience material in a group setting in order to investigate and synthesize the content and make true connections and meaning of new material as they develop higher-order thinking skills. 

Principles of Problem-Based Learning

Problem-based learning was first widely used in medical schools during the 1960’s. Similar to many constructivist-learning theories, problem-based learning focuses on how students think rather than what they think. Many educators rely on this approach in order to help students develop problem-solving skills with intrinsic motivation to learn. Furthermore, problem-based learning is student centered and emphasizes the process of learning rather than simply finding the correct answer and claims students learn through experiences. The teacher should provide necessary scaffolds and materials in problem-based lessons as well as a structured pattern for students to follow as they solve problems collaboratively with peers. The role of the teacher is a facilitator and troubleshooter in problem-based learning and students usually work toward answering an open ended essential question or respond to a real-life scenario. According to Harasim, problem-based learning, “…is the use of a convincing scenario based on a realistic problem presented to a student. Various aspects of the problem may be presented from different perspectives” (Harasim, 2012, p. 71). 

Example Lesson: Problem-Based Learning in Social Studies

Problem-based learning lesson example: Creating a New Government. Students will work in small groups and imagine they are members of a United Nations Task Force that is supporting a nation that has recently toppled its dictator. Eventually, the Task Force must make recommendations on what type of new government the country should adopt. Therefore, the task or essential question is as follows: Advise the leaders of a new nation on how to create a constitutional democracy. Students will be placed in seven groups representing nations with varying experience in democratic government. Students must consider presidential versus parliamentary systems, how to balance power among the three branches, concepts of federalism, and the need to create conditions that will sustain democracy. Consequently, as the students discuss such concepts they will be provided with a series of readings, primary sources, and case studies to help them decide what suggestions they will offer this new nation. After exploring the material each group will ultimately write an advisory report and present their suggestions to the class.

Teachers who plan on implementing problem-based learning activities in their classroom should follow this simple planning tool: GRASPS. Below is an example portraying the Creating a New Government lesson using this planning tool.

G: What is the Goal or objective? (Analyze and describe the foundations of democratic government)

R: What will be the student’s Role? (Advisor from one of seven nations representing the United Nations Task Force)

A: Who is the Audience? (The emerging leaders of a nation that recently toppled its dictator)

S: What is the Scenario or Situation? (Students must write up a recommendation advising the new nation on how to create a long lasting constitutional democracy)

P: What Performance or Product will be created? (A short written report and presentation informing the new nation on how to best create a long lasting constitutional democracy).

S: What Common Core or Content Standards will be met or achieved? (Common Core R.6: analyzing various perspectives and 10.1: Foundations of Democratic Government)

Links: 

In depth description of Problem-Based Learning 

Information on how to best implement PBL GRASPS 

Example and Resources for PBL Lesson on Creating New Government

References:

Harasim, Linda. (2012). Learning Theory and Online Technologies. (1st ed.) Routledge, NY: Taylor and Francis, Inc.

http://www.slideshare.net/glennw98/pbl-for-social-studies-language-arts

http://socialstudies.com/c/product.html?nocache@0+s@iAyFpDXMZ0vfQ+record@TF44213

Images retrieved from Google Images links below: 

http://integratingtech301.pbworks.com/w/page/20021598/Problem%20Based%20Learning

http://presentlygifted.weebly.com/problem-based-learning.html