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Sherri Harrelson

September 29, 2013

Problem-Based Learning: The New Social-Constructivist Fad

Overview: Problem-based learning (PBL) is currently being touted as one of the best methods ofhelping students to develop critical thinking and problem solving skills (Kek & Huijser, 2011).

By providing students with an opportunity not only to construct knowledge independently

through experiences, but to also discuss, practice, and continuously reflect within a group, PBL

is seen as being both social and constructivist in nature.

Contributors: Due to the many underlying theories, including constructivism and social

learning, many theorists can be viewed as contributing to the PBL model. According to Sutinen

(2008), John Dewey and George H. Mead conceived of mental activity in the context of human

action and particularly in relation to problem solving in relation to human action. By forcingstudents to face a problem and consider various methods of solving that specific problem,

constructivist principles based heavily on Dewey and Meads frameworks come into play as

students begin constructing solutions (Sutinen, 2008). However, because students are no longer

expected to operate independently, but instead are encouraged to collaborate with peers,Vygotkys theory of social learning is also implemented in the collaborative and jointly

reflective framework (UC Berkley, 2011).

Major Principles: In conducting a PBL style inquiry, students are provided with a loosely

defined problem in which they are expected to collaboratively develop and defend a solution(Mierson & Parikh, 2000). Furthermore, students are expected to jointly decide which elements

are important foci, and they are also encouraged to discuss group developments amongst

themselves, including such aspects as lack of member participation or failure to fulfill group

obligations (Mierson & Parikh, 2000).

Application: Although the PBL model originated in medical schools, it has now expanded toother fields of training and K-12 education (Mierson & Parikh, 2000). Within the K-12 realm,

students are provided with real life problems, for instance- how to ensure that all community

residents are able to utilize the new community recreation center for various activities, byapplying knowledge gained through a variety of media and ongoing discussions. They are then

required to synthesize this problem solving in the creation of an authentic product (Bevevino,

Dengel, & Adams, 1999).

References:

Bevevino, M. M., Dengel, J., & Adams, K. (1999). Constructivist theory in the classroom.

Clearing House, 72(5), 275-8.http://boisestate.worldcat.org/oclc/425564866

Kek, M. Y. C. A., & Huijser, H. (2011). The power of problem-based learning in developing

critical thinking skills: Preparing students for tomorrow's digital futures in today's classrooms.Higher Education Research and Development, 30, 3, 329-341. DOI:

10.1080/07294360.2010.501074

http://boisestate.worldcat.org/oclc/425564866http://boisestate.worldcat.org/oclc/425564866http://boisestate.worldcat.org/oclc/425564866http://boisestate.worldcat.org/oclc/425564866

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Mierson, S. & Parikh, A. A. (2000). Stories from the Field: Problem-based learning from a

teacher's and a student's perspective. Change, 32 (1), pp. 20-27.

http://www.jstor.org/stable/40165477Sutinen, A. (2008). Constructivism and education: Education as an interpretative

transformational process. Studies in Philosophy and Education, 27, 1, 1-14. DOI10.1007/s11217-007-9043-5

University of California Berkley. (2011). Teaching guide for graduate student instructors,

Learning theory and research: Social constructivism.http://gsi.berkeley.edu/teachingguide/theories/social.html

http://www.jstor.org/stable/40165477http://www.jstor.org/stable/40165477http://gsi.berkeley.edu/teachingguide/theories/social.htmlhttp://gsi.berkeley.edu/teachingguide/theories/social.htmlhttp://gsi.berkeley.edu/teachingguide/theories/social.htmlhttp://www.jstor.org/stable/40165477