Lifelong Learning Programme

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Also available in: fr el ie it lt pt ro en fb yt

This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Teachers’ Guide

Homepage > Teachers’ Guide

TEACHING SCIENTIFIC SUBJECTS THROUGH PROBLEM BASED AND REAL LIFE CASE SCENARIOS

Table of Content

Chapter 3: Problem based learning
3.2. Conditions for effective use of problem based learning
The results of problem based learning and impact on students’ achievements depend on the presentation of the problem and structuring of the learning process. According to Nilson (2010), proper formulation of a problem involves the following steps:
  1. Concepts, knowldege and skills that must be reflected in the final solution of the problem are defined
  2. Students get brief guidelines that reflect what skills they have to demonstrate, and evaluation criteria.
  3. The problem is real, relevant to a community or to students in their after-class life.
  4. The problem is described as a case in order to achieve greater credibility: present tense is used, concrete data is given, etc.
  5. The problem is structured as a detailed plan of actions.
  6. The result that students must achieve is clearly defined.

Online ResourcesIf the recommendations are kept it is likely that the results created by students will match the aims of problem based learning and will help relate theoretical knowledge with the problems from real life.

Online ResourcesCooperation is of no less importance. The task is carried out by a group where students learn not only concepts and laws of a particular subject, but also how to communicate, and other important skills. Nilson (2010) 4 indicates that a smooth process of team work includes the following stages:
  1. Team members read the situation: it is realistic, yet vaguely defined, ambiguous, etc.
  2. Students designate the problem. Several problems can be indicated in an uncertain situation, therefore the common agreement among students as to what is the main and the biggest problem is important.
  3. Students specify the most important knowledge they have acquired previously which may help them find the solution. They indicate and define what is the most important in a particular situation and which information is superfluous and might be ignored.
  4. Students indicate what new information they need to find and what is the best way to do it. The tasks are designated at the same time.
  5. Students agree upon the priorities: which learning goals are the most important.
  6. Students divide responsibilities and agree upon deadlines.
  7. Students work independently in compliance with the previously agreed spheres of responsibilities. Research and other learning activities are carried out when necessary.
  8. Students evaluate their plan when they meet and discuss the work. If the work does not go as smoothly as it could, students can make amendments.
  9. Students agree what solution of the problem will be submitted, which aspects and results must be emphasized.
  10. The final product of the work is prepared according to the requirements given by the teacher.
Online Resources

Table of Content