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Group #3 Members:
Samantha Mastronardi
Natalia Ianucci
Deana Pellarin
Adam Poirier
Greg Lapointe
Alex Reid
Course Title: Psychology in Education Part II (B.Ed.)
about problem-solving skills instead of concrete information that can become outdated,
irrelevant, or inapplicable to the students future lives. Students work along with other classmates
to solve complex and authentic problems (Delisle, 2001). This method helps students become
knowledgeable about structured content like facts, concepts, theories, and principles taught in
specific academic courses. Simultaneously, working with others on solving problems teaches
transferable skills that can be applied to any subject or situation such as cooperation,
Those who practice PBL teaching strategies suggest that learning is an active, integrated,
and constructive process influenced by social and contextual factors (Delisle, 2001). PBL centers
around students and learners. Another important aspect of PBL is that the problems proposed to
students to solve are realistic, plausible, and relevant so that they can connect the solution and
the process of solving the problem to their own lives. Similarly, PBL features some problems
called ill-structured problems that are open-ended with multiple solutions; students must
discuss multiple solutions and problem-solving methods or techniques before they come to agree
one solution. Delisle (2001) lists the aspects of an ill-structured problem; they: require more
information for understanding the problem than is initially available, contain multiple solution
paths, change as new information is obtained, prevent students from knowing that they have
made the right decision, generate interest and controversy and cause the learner to ask
questions, are open-ended and complex enough to require. collaboration and thinking beyond
The PBL method promotes collaboration and acceptance. Most importantly, PBL usually
encourages students to seek their own topics and interests, like inquiry-based learning; in this
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way, students always find the subject matter engaging and relevant, and they will be more
motivated to learn.
The article addresses one of the downfalls to the PBL method, assessment. The processes
of PBL are open-ended, and have no one correct answer. In essence, it is difficult to assess and
evaluate concrete material because the students are producing intangible work. For example, the
students are working together to improve their cooperation and problem-solving skills. They
cannot produce a project or write a test about the curriculum specific material because they are
Problem-Based Learning can be incorporated into a classroom of any level, year, or subject.
Even adult education or special needs education could benefit from utilizing this learning
method. Arguably, the hidden curriculum, or transferable skills are more important than any
specific subject. This even more true for students who choose not to pursue post-secondary
school, or a career related to subjects taught in elementary and public school. For example,
students who become employed immediately after high school will not have specialist training in
their field, or they might not use history or geography in the workplace, but they will need to
work in teams, solve problems, reason, accept others opinions, and think critically no matter
what.
PBL will be an interesting method to implement in the classroom, but it cannot be used
one hundred percent of the time; however, it can be a small part of daily or weekly learning in
the classroom, and concrete subjects can take place the majority of class time.
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References
Delisle, R. (2001). What is Problem Based Learning? Speaking of Teaching, 11(1), 1-8.
http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/problem_based_learning.pdf