Problem-Based Learning (PBL) What it is, Principles, and Examples - David W. Mogk
- Dept. Earth Sciences
- Montana State University
- On the Cutting Edge Workshops
- Teaching Structural Geology in the 21st Century
- June, 2004
Discovery! - Sustains and inspires us as researchers
- Is most effective for learning/understanding
- Researchers create new knowledge
- Learners achieve mastery of material previously unknown to them (re-discovery) on the way towards true discovery.
- Both require
- Creative thinking, seeing relations in a new light
- Application of first principles, basic knowledge
- Work in a meaningful context
- Building on work of predecessors
- A common language for effective communication.
Integration of research and education: - …infuse the joy of discovery and an awareness of its connections to exploration through directed inquiry and careful observation, and analytic thinking for students at all levels.
- NSF in a Changing World (1995)
- (Re)Discovery Simulation
- Modeling Replication
- Real-time, archived, and authentic data
- Critical review of the literature
- Training on instrumentation, software, field methods
- New creative contributions
- Reasoned use of evidence
- Verifiable data, testing, proof, prediction
- Curiosity, skepticism, open to new ideas
- Integrity, fairness, ability to identify & avoid bias
- Computational and estimation skills
- Ability to observe, measure, manipulate
- Make connections, apply to new situations
- Communicate!
What is PBL I? - In PBL groups are presented with contextual situations and asked to define the problem, decide what skills and resources are necessary to investigate the problem, and then pose possible solutions (Duch, Groh, and Allen, 2001)
- Involvement + Experience =
- Understanding, Ownership and Long-term Retention
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