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Definition Problem-based learning (PBL) is situated approximately half-way between the social and radical constructivist paradigms. PBL utilizes student groups, but each group member is also responsible for independent research. Further, instructor scaffolding is considerably less direct in problem-based learning than in other constructivist models such as anchored instruction. Students are allowed to struggle and induct their own mental model of course concepts with only occasional "life-lines" from the instructor when concept processing falls off-track. Problem-based learning is most similar to case-based instruction, but in its purest form, PBL is more open-ended. Download annotated Powerpoint slides describing the problem-based learning model (PDF File). |
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Relevant Examples If you have created course materials at Virginia Tech that are representative of this teaching model, we would like to showcase your work here. Please contact us with a description of your project so other faculty may learn from your efforts. |
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Design and Development Tips Products are typically not recommended for designing problem-based learning materials. Students conduct independent research using the tools and resources of a particular professional domain. Medical students might utilize medical libraries and information systems, physicists might utilize laboratories, and geographers might utilize geographic information systems. Students do not typically access materials designed by an instructor to "teach" some content item. They might access an instructor's database or collection of slides, visuals, documents, or other media relevant to the problem. |
Recommended Readings
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