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Teaching Strategies: Problem-Based Learning

1068 Words5 Pages

Problem-based learning and project –based learning are the two teaching strategies that are often talked about interchangeably. According to Chin and Chia (2005) Problem-based learning is an new curricular approach that was initially developed in medical school programs, and later adapted for use in elementary and high school settings. In PBL, problems act as motivation and focus for student activity and learning. It means that, students learn while searching for solutions to problems and in the perspective in which knowledge is to be used. In problem-based learning, students study by solving problems and reflecting on their experiences. …show more content…

It means that, if we have too directive or too passive tutors it will hinder the learning process itself. Another problem is students’ coming to session unprepared and not participating in tutorial discussion. Even though students’ actively participation to the learning process is one of the main aims of problem-based learning, it seemed that some students could not internalize this role and have adaptation problems. The assessment, tutorial skills, time inadequacy, disorganization, workload and adaptation to the system also could be the issues to be …show more content…

(nd) in their study suggested that inadequate material resources, little time to create new curriculum and large class sizes have become the barriers for the educators not able to practice project-based learning in their class. Based on my experience as an educator, I did implement the problem-based learning rather than the project-based learning in my class since I was in the field of social science. What did I do is I asked my students to divide themselves into self-directed groups of 4-5 students. Then I introduced a problem or mostly a kind of a case study for them to see the scenarios and apply concepts learned in class to a real- life situation. I assumed that the group of students have the roles as leader, spokesperson and active members who went on to identify the problem, brainstorm and hypothesize its causes, attempt to solve it with their available knowledge and plan their self-directed work for the following

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