Problem-Based Learning: A Process of Student-Directed Discovery

When people think of how curriculum is taught in K-12 schools, what often comes to mind is teacher-led instruction, a practice where the educator stands at the front of the class presenting content to students through lectures, demonstrations, or readings. In teacher-led instruction, the educator’s job is to provide knowledge and facts to students, and the students’ job is to absorb that information. Teacher-led instruction, also known as direct instruction, serves an important function in the K-12 classroom. It provides students with baseline knowledge of the content being taught. But to develop a deeper understanding of the subject matter, education experts say that students need to have an opportunity to apply this knowledge to situations or problems they might encounter in real life. Doing so can reinforce their learning, enhance their critical thinking skills, and encourage collaboration with peers in sharing ideas on how to approach a situation. Researchers in the education field suggest that teacher-led instruction should be balanced with problem-based learning to achieve the best outcomes in student education.

Problem-based learning is a teaching strategy used in classrooms to engage learners in solving open-ended problems for which there could be many solutions. In teacher-led instruction, the educator is sometimes referred to as the “sage on the stage” serving as the primary source of knowledge that is imparted to the students. In contrast, problem-based learning positions the student as the content expert. The teacher becomes a facilitator responsible for guiding students through the inquiry process as they identify a problem and work toward developing solutions. Problem-based learning is student-led and requires learners to collaborate in groups. As they work toward solutions, students draw on their existing knowledge related to the issue at hand and assess any existing information gaps they need to fill to solve the problem. In teacher-led instruction, students consume the information presented to them in a passive manner. Problem-based learning on the other hand requires students to take on an active, independent role in their learning. Nancy Holincheck, associate professor and academic program coordinator of the Advanced Studies in Teaching and Learning Program within the College of Education and Human Development (CEHD) at George Mason University, recently shared her thoughts on problem-based learning.

Problem-based learning involves thinking of solutions to “ill-defined” problems.

Imagine a hypothetical situation (posed by the teacher) where populations of a species of wildlife found in a specific region of the country are suddenly declining. The teacher asks the students to figure out why this is happening and what steps can be taken to reverse it. This kind of assignment would be ideal for implementing problem-based learning in the classroom. It would require students to collect and analyze data showing variations in the population numbers of the species over time. Students would also need to determine whether factors such as potential loss of habitat, climate change, degradation of the environment, the introduction of a new disease pathogen, or harmful human activity could be contributing to the decline in wildlife population numbers. Conducting this type of research would engage students in multiple disciplines such as math, biology, and environmental science. The potential solutions developed by the students might similarly cut across these disciplines and could even include other subject areas such as the role of government in promoting the protection of wildlife.

Project-based learning is centered on constructing a tangible, completed product.

A teaching strategy closely related to problem-based learning is project-based learning. Both strategies have overlapping features. For example, they encourage active learning and are student-driven with teachers serving as facilitators or guides. They provide opportunities for the students to apply what they learn in the classroom to a real-world problem. In addition, both approaches emphasize student collaboration in small groups, exchanging ideas, and using critical thinking skills. However, while problem-based learning focuses on identifying and solving a problem that is not clearly defined, project-based learning is centered around constructing a tangible, completed product. An example of a project-based learning assignment could be building a school garden consisting of fruit and vegetable crops. Designing and mapping out a garden requires students to apply their knowledge of science, biology, math, and geography. The finished garden can be a learning space that provides students with a meaningful understanding of food production, healthy diets, and environmental sustainability—all of which have an impact on society.

Problem-based learning and project-based learning emphasize active learning.

Advocates of problem-based learning and project-based learning believe that both approaches are beneficial because they position students to engage in learning with a purpose. Students are not just passive vessels waiting to be “filled” with knowledge delivered through lectures. Rather, they are actively learning through a self-directed process of inquiry and discovery. It is also important to remember that problem-based and project-based learning can include endeavors that go beyond math and science and can involve knowledge of subjects like history, literacy, social studies, and economics, among others. Education experts maintain that both teaching practices enhance critical thinking skills and the creativity that students will need to improve the lives of people in their community when they begin their careers.

For more information on degree offerings in the Advanced Studies in Teaching and Learning Program at George Mason University, please visit the program website.