10

PROBLEM-BASED LEARNING

AND THE THREE CS

OF TECHNOLOGY

George H. Watson

Chapter Summary

Ready access to networked databases, on-line newspapers and journals, and other Internet resources has dramatically altered students’ pursuit of information for problem-based learning. The availability of the Internet coupled with numerous channels of electronic communication empowers student groups to work more expeditiously and more proficiently. This chapter will highlight some examples of integrating creative uses of on-line resources with problem-based learning.

Summary

The use of technology in teaching does not guarantee successful outcomes any more than the application of any other tool at our disposal. In fact, indiscriminate use of technology for its own sake can often get in the way of meeting course objectives. However, technology marches onward, and new solutions to old problems continue to materialize. The impact of PBL on student learning and student attitudes can be enhanced through appropriate use of technology. Computation, communication, and collections are essential elements of the problem-solving process and are at the heart of successful implementation of problem-based learning.

 11

THE EVOLUTION

OF PROBLEM-BASED

LEARNING IN A

BIOTECHNOLOGY COURSE

Chapter Summary

“Biotechnology: Science and Socioeconomic Issues,” a sophomorelevel course, has used problem-based learning (PBL) exercises in combination with traditional lectures since 1993. The PBL component of the course has evolved continually, including reducing the size of the groups of students, training and using honors students as group facilitators, reassessment of peer evaluation procedures, redistribution of the PBL exercises more evenly throughout the semester, use of an interactive course web page, and requiring the use of technology for group presentations.

12

A PBL COURSE THAT USES RESEARCH ARTICLES

AS PROBLEMS

Harold B. White, III

Chapter Summary

Introduction to Biochemistry, a problem-based learning (PBL) course for sophomore majors, uses a series of connected research articles as problems and is a useful template for courses in other disciplines. In addition to providing students with a historical perspective on their discipline, the approach addresses many issues and skills relating to the conduct of research that normally are not treated in textbookbased survey courses.

13

INTEGRATING ACTIVE

LEARNING AND THE USE OF

TECHNOLOGY IN LEGAL

STUDIES COURSES

Valerie P. Hans

Chapter Summary

This chapter describes the integration of active learning principles and the use of technology in an undergraduate course on the criminal courts. The project requires students to participate in teams in a plea bargaining exercise, in which they research relevant law on the Web and negotiate with others to resolve a hypothetical case.

14

PROBLEM-BASED

LEARNING IN LARGE

AND VERY LARGE CLASSES

Harry L. Shipman and Barbara J. Duch

Chapter Summary

When an instructor uses problem-based learning (PBL) in a large class, some changes need to be made in the method to accommodate the changed teaching situation. The first part of this paper will describe some ways we have used PBL in large and very large classes. In general, the class and course require more structure than smaller classes. The second part of this paper is a preliminary report on a study of the implementation of PBL in two identical classes, a large class of 120 students and a very large class of 240 students. We found that the method did succeed in both classes. However, the experiences of both students and instructors were better in the smaller class.

15

PROBLEM-BASED LEARNING: PREPARING NURSES

FOR PRACTICE

Christine A. Cannon and Kathleen A. Schell

Chapter Summary

Nurses in practice today are challenged by a variety of problematic situations in providing healthcare. Nursing education must integrate problem-based learning (PBL) strategies that prepare students to approach and manage these real-life situations—ultimately, resulting in the safe, effective, and efficient delivery of care.

Overall, student evaluations of this method were favorable. The main problem was teacher availability to such a large number of small groups meeting in two large rooms. At times, it was difficult to control discussions unrelated to the case studies.

16

THE LARGE AND THE

SMALL OF IT

A CASE STUDY OF INTRODUCTORY

BIOLOGY COURSES

Richard S. Donham, Florence I.

Schmieg, and Deborah E. Allen

Chapter Summary

Problem-based learning (PBL) is used in both small and medium-large sections of a two-semester Introductory Biology sequence. Our experience suggests that while class size affects the instructor’s choice of classroom management strategies, students value PBL and working in groups in both settings.

Conclusion

One of the satisfactions that we as instructors have from PBL is that we get to know our students better than we do with a traditional lecture class. By removing ourselves from the center of classroom action, we get to observe and listen to students during every class. This allows us insight into the structure of their understanding of biology and gives them experience in doing what we all know is the most effective way to learn a topic—teaching it. This creates a classroom situation in which “learning naturally results.”

17

PBL, POLITICS, AND

DEMOCRACY

Kurt Burch

Chapter Summary

Several features of problem-based learning (PBL) are especially apt for social science courses. With its use of open-ended problems and student groups, a PBL course can, in itself, model political behavior and participatory democracy. This chapter illustrates efforts to underscore these features in a pair of upper-level courses in political science over a seven-year period.

Conclusion

By decentralizing the classroom, students discover the latitude to explore ideas, form opinions, and express themselves. They also find they must engage others and confront novel ideas. Not every student will appreciate or take advantage of the opportunities, but they will fare no less well than in a conventional course. Those who become engaged will shine because they can radiate their creativity. According to course evaluations, students enjoy and value these courses and experiences. For example: “This course was very valuable for it allowed students to participate in lectures and discussion. I gained a lot of insight from other students’ viewpoints. The course required a lot of independent discipline. . . . I’ve grown” (Spring, 1994). “[The class] allowed students to work through the issues on their own rather than simply presenting conclusions to them” (Spring, 1995). “I enjoyed the assignments because they allowed me to ‘experience’ different perspectives rather than read about them” ( Spring, 1996). “I really did learn a lot in the course, not only about World Politics, but also about interacting with people, making a point, and being receptive to other points of view” (Spring, 1997). “I learned more than I thought possible from one course” (Fall, 1998). “I liked the learning process that we used. Forcing us to admit what we didn’t know and understand worked well. The group project was difficult, but I learned an exceptional amount from it” (Winter, 1999). Nonetheless, some students may be frustrated, particularly those who dualistically define “learning” as the collection of concrete right-or-wrong “facts.”

Research drawn from twenty years of PBL experience conclude that “PBL has done no harm in terms of conventional tests of knowledge and that students may show better clinical problem-solving skills. They also show that students are stimulated and motivated by PBL as a method” (Albanese & Mitchell, 1993; Vernon & Blake, 1993; quotation in Barrows, 1996, p. 10). Students retain information longer and recall it more quickly and accurately (Barrows, 1984; 1996, p. 6) . Thus, the foremost role of instruction should not be to convey information, but to assist students to develop the necessary skills to direct their own learning and to “construct” knowledge in ways that are effective for them (Bereiter & Scardamalia, 1992). This conclusion reinforces my goal to teach substance and skills.

Similarly, students valuably learn skills necessary to direct their social and political lives in constructive and enriching directions. Students benefit from personal experiences that illustrate collaboration over competition, participation over indifference, listening and deliberation over knee-jerk reaction, and democracy over disillusionment or despotism. Developing these political and ethical sensibilities is as important as fostering cognitive skills. Fortunately, PBL methods promote political, social, and cognitive abilities.

18

USING PROBLEM-BASED

LEARNING IN GENERAL

CHEMISTRY

Susan E. Groh

Chapter Summary

Problem-based learning (PBL) has become the central component of a yearlong Honors general chemistry course for science majors. Realworld, contextual problems are used to introduce concepts; students working together find and master the information and ideas needed to generate a solution. Whole-class discussions of the problems are supplemented by minilectures, demonstrations, and other active learning techniques.

Summary

A course format that uses a more directed form of PBL in conjunction with lectures and other activities has been found to be an effective way to give first-year students a powerful learning experience in general chemistry. Using problems to introduce concepts provides students with a motivation for learning, as well as the opportunity to share ideas and information with their peers. Using problems with directed questions developed by the instructor provides a structure and focus for the learning issues that might otherwise be lacking among this group of novice nonmajor learners in a somewhat intimidating subject. Lecture segments tie together issues generated in a problem with prior and future concepts, as well as demonstrate “expert” strategies and ways of thinking in the field.

19

A SKEPTIC’S LOOK AT PBL

Elizabeth M. Lieux

Chapter Summary

The author compares lecture and problem-based learning ( PBL ) teaching methods in a course for junior-level dietetics majors. Students are shown to achieve comparable test scores on a nationally administered exam. Student evaluations of the course are different for PBL and lecture-based classes.

20

PBL IN PRESERVICE

TEACHER EDUCATION

Eugene Matusov, John St. Julien, and James A. Whitson

Chapter Summary

Two courses in the preservice elementary teacher education were revised, initially, to develop models that might be used throughout the program. While useful models were developed in a variety of problems within these courses, the instructors conclude that differences between “schoolish” and authentic problems are more essential to the success of problem-based learning (PBL) than are the “models” provided by successful PBL problems and courses.

21

INTRODUCTORY PHYSICS

A PROBLEM-BASED MODEL

Barbara A. Williams

Chapter Summary

This chapter describes a model used to incorporate problem-based learning (PBL) into a two-semester algebra-based introductory physics course. Student reaction to the course is detailed, as well as student achievement results.