Teachers’ Guide

3.1. Introduction

In the end of the sixth decade in the 20th c. dr Howard Barrows from McMaster University in Canada offered the method of problem based learning as a means to develop professional skills of medical students. A real practical problem that students must solve while working together in collaboration is in the very center of the problem based learning method. Barrows used to present a problem from real medical practice while the students had to look for information independently, read books, discuss and present a solution of the problem supported with arguments. After doing this they received feedback as to what they still need to learn, self-assessed what knowledge was the most important for them. Students learned not by sitting in classroom; to have successful learning experience they had to leave classrooms and take an interest in real life professional problems and situations.

Problem based method soon spread around the world and its application is no longer limited to medical schools. The method found its start in the general education system in the programmes on natural sciences and has become acceptable for the community of teachers all around the world.

Deliste (1997) enumerates the following advantages of problem based learning within general education framework:

1. Students are taught to match subject knowledge to problem solving skills. They perceive essential facts and concepts (subject knowledge), apply them in a problematic situation relevant to the local or school community (understanding of knowledge) and chooses a problem solving strategy; they are encouraged to participate actively (apply knowledge).
2. Students receive more autonomy which increases their motivation. A teacher remains beside and supervises the work of students. Nevertheless, students are encouraged to make the most important learning decisions on their own.
3. Students’ participation during a class increases. Learning occurs by means of cooperation, using e-learning possibilities to the full extent, looking for and finding the best solutions and information. In the process, students are more active than a teacher.
4. Learning content is related to real life, community problems and environment outside the classroom. Students understand the significance of the subject matter they have to learn.
5. While solving a problem, from the search of information to the presentation of the solution, students have a variety of precious opportunities to develop all skills necessary in the 21st c. They are really prepared for a labour market and life outside the school.

Many authors of learning activities in “E-learning from environment” have chosen the problem based learning method. One of the examples – “Most Frequent Plants in The Curonian Spit”. Students carried out theoretical research as to what species of plants can be found in Smiltyne. During their practical assignments, students looked for, recognized and took photos of plants in Smiltyne. After the practical assignment, students worked in groups and prepared oral presentations about flora in Smiltyne.

Online Resources

• Deliste, R. (1997). How to use problem-based learning in the classroom. Association for supervision and curriculum development: AlexandriaA practical handbook for teachers who would like to understand the problem based learning method and applies it in the classroom.
• “Plants common to Curonian spit” (orig. Kuršių nerijoje dažniausiai sutinkami augalai)An example of problem based learning created during the project