Article Review

Implementing Problem-Based Learning in Teaching and Learning

Introduction

Problem based learning (PBL) is identified as one of constructivist pedagogy. It comprises certain characteristics, which the first one is learner’s understanding is based on experiences with content, context as well as the learner’s goals. Furthermore, any understanding perceived is a construction that is unique to the individual. According to Savery and Duffy (1995) as cited in Greening (1998), the other characteristic of PBL that is based on constructivist theory is the social negotiation and the ongoing testing of the practicality of concepts in the face of personal experience are one of the principle forces involved in the evolution of knowledge.  The definition of PBL is generally identified by the use of typically ill-structured problems which precede and motivate learning, and act as a vehicle for encouraging student ownership of the learning environment. Furthermore, implementation of PBL programs usually occurs via group-based work, reflecting the constructivist focus on the value of negotiated meaning. Basically, the goal is active exploration, construction, and learning rather than the passivity of lecture attendance and textbook reading. In this article review, I will discuss on the two aspects of PBL implementation in teaching and learning, which are large and small group in PBL, and the effects of tutors in PBL success.

  Large and Small Group in PBL

PBL is basically involved group work among the learners. Based on the findings in the first article reviewed, majority of the students showed positive attitude toward both small and large group approaches. Students felt that they developed a sense of accountability and responsibility to their peers in both small and large groups. Generally, students found the small and large group process is useful in retaining and retrieving scenario information compared to traditional teacher-centred approaches (Pastirik, 2006). In my opinion, PBL is somehow could give positive feedback to the students’ participation in classroom. As in my teaching, I also implement this approach to my low-achievement students. As a result, I can see that these poor students eventually speak up during the class activity, regardless of their lack of vocabulary. As what I observed, these students are eager to share their opinions and knowledge with their group members in completing a particular task.

Similarly, in the second article, students also portrayed an affirmative perception toward group work, in which 27.7% of them agreed that the best aspect of using PBL module is working in a group, and 16.0% appreciated the presentation and public speaking, which involved large group interaction. According to Greening (1998), these results reflected the advantages are associated with PBL approach. It is consistent with Sobral (1995)’s finding that there is positive correlation between PBL scores in terms of group work and self-evaluation. In contrary with another article reviewed, the finding is more to teacher’s action, in which when the students are performing tasks in groups, the teacher can move from a group to another to listen in and note down any errors the students make. Afterwards, the teacher can address these errors with the whole class for future improvement (Ellis, 2006). The implementation of PBL is for me an encouraging method for the teacher in order to ensure that students are really doing their tasks. It is because I can move from one group to another to check upon their discussions, as well as preventing students from being passive during the group activities.

The Effect of Tutors in PBL Success

            According to Pastirik (2006), majority of students felt that PBL enhanced their sense of authority and responsibility for their own learning. This resulted from the minimal face-to-face time that they had with the tutor, hence had to be more independent with their learning. This somehow would develop a sense of empowerment in the learners themselves. This finding is quite similar with another article, which stated the effect of the tutor is important in PBL, and that the tutor is well placed to provide scaffolding to learners. PBL lays the responsibility and ultimately, the control of the learning process essentially at the feet of the students (Greening, 1998). However, the guidance of the tutors is still needed.

            Despite of this minimal role of tutor in PBL success, in language learning and teaching on the other hand, teacher still plays an active role in PBL. According to Ellis (2006), teachers serve as important process options for reconciling the roles of ‘instructor/learner’ on the one hand and ‘interlocutor//language user’ on the other. Furthermore, Willis (1996) proposed that the teacher’s role in PBL is to act as a chairperson and to encourage the students in language classroom.

            As how I see, in order to increase the teacher’s success in implementing PBL, most PBL teachers need support from a wide variety of sources that will enable us, the teachers to address the various challenges we are likely to encounter as we plan and implement PBL. Besides, I think that there challenges as well for the teachers to face in order to change from traditional-teaching method to PBL method. Krajcik et. al (1994) have described unique challenges that teachers face when implementing  problem-based learning in the classroom. For example, Krajcik et al. described challenges at three levels. The first one is the teachers themselves, in terms of their beliefs, previous knowledge as well as pedagogical and content knowledge. The second challenge is the classroom, which includes resources, class size and class schedule. Finally, the challenge would be the school / community, which involves curricular and testing policies, and community support. Thus, in order to support the teacher in implementing PBL successfully, other than to collaborate with each other, the teachers also need to do regular reflections towards own teachings. “… teachers

construct their knowledge through social interaction with peers, through applying

ideas in practice, and through reflection and modification of ideas” ( Krajcik et.al, 1994, p. 490).

Conclusion

PBL as a method is a widely adopted and effective approach to fostering autonomy, critical thinking and self-directed learning in most students. PBL involves mostly with group work and task-based approach, in which it will also enhance the students’ communication skills as well as problem solving skills. It is important for the students because they can equip themselves with appropriate skills which are needed in real-life experience.

Reference:

1.    Ellis, R. (2006). The Methodology of Task-Based Teaching. Asian EFL Journal, Volume 8, Number 3, 19-45.

2.    Greening, T. (1998). Scaffolding for Success in Problem Based Learning. Med.Educ.Online 1998: 3,4. Available from: URL http://www.utmb.edu/meo/

3.    Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994). A Collaborative Model for Helping middle school Science Teachers Learn Project-based instruction. The Elementary School Journal, 94, 483-497.

4.    Pastirik, P.J. (2006). Using problem-based Learning in a Large Classroom. Nurse education in Practice 6, 261-267.

5.    Willis, J. (1996). A framework for task-based learning. Harlow: Longman.