Definitions of PBL
"Working in groups, students confront a tangible problem -- medical diagnosis, legal dispute, policy proposal, ethical dilemma - to resolve. Since the students lack significant information and experience, they ask questions. The stock query "why do we need to know this?" is suddenly replaced by the question "what do we need to know?" Through these questions, called "learning issues", students become responsible for their own learning; they tap into their creative resources; and they develop direction and focus. In this setting teachers become mentors and facilitators. They move among groups, directing students' discussions and energies when appropriate. Rather than lecture information or manage behaviour, teachers cultivate skills, focus effort, foster resourcefulness, and maintain an interactive climate of learning."
Burch, 1995
"PBL revolves around a focal problem, group work, feedback, class discussion, skill development, and final reporting. The teacher organizes and pilots this cycle of activity, then teaches skills within that context. Inviting students into a learning experience that allows them to reckon it in their own terms, this technique provides the opportunity for active learning."
Burch, 1995
"In Problem Based Learning, a problem is presented in its context as much as possible, and students work in small groups to define and solve the problem. They typically must access various resource materials in order to find suitable information, data and techniques. Typical resources might be text books, printed notes, computer programs, videos, library books, CD ROMs etc. The "lecturer" in this context becomes a facilitator of learning rather than a presenter of facts. S/he works with the students, guiding their endeavours, and as much as possible, providing them the opportunity to learn for themselves, and to shape the problem to suit themselves."
Daniell & Hadgraft, undated
"Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem."
Woods, 1996
"A way of constructing and teaching courses using problems as the stimulus and focus for student activity. It is not simply the addition of problem-solving activities to otherwise discipline-cent red curricula, but a way of conceiving of the curriculum which is centred around key problems in professional practice. Problem-based courses start with problems rather than with exposition of disciplinary knowledge. They move students towards the acquisition of knowledge and skills through a staged sequence of problems presented in context, together with associated learning materials and support from teachers."
Boud & Feletti, 1991
Common ingredients:
- the "problem" comes before the knowledge
- students identify what they need to know
- problems are often "real" world related
- problems have multiple possible solutions / avenues of enquiry