Problem based learning

Ginty, Andrew (2007) Problem based learning. Higher Education Academy, Bristol.

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Abstract

This guide outlines the approach of problem based learning as a teaching methodology. It draws on the literature from the medical sciences to describe the roles of students, tutors and faculty teams. Problem based learning (PBL) is a teaching strategy to promote self-directed learning and critical thinking through problem solving. This educational approach has become a distinct methodology (Barrows 2002) and has been widely adopted within medical education as the method of teaching. PBL is the focus of systematic reviews (Colliver 2000). Significant advancement in PBL curricula have occurred in medical faculties such as McMasters University (Ca), Maastricht University (NL), and Manchester University (UK). Its application within initial teacher education has been described by McPhee (2002). The term problem based learning is specific but similar methodologies describe case based or enquiry based learning (Justice et al. 2007). Key to the success of PBL is the recognition that students are active participants in their own learning. In education, the PBL activities would focus learning towards the goal of becoming an effective teacher. Opportunities to engage with challenging problems and case-based scenarios mean that students can integrate theory towards a better understanding of effective classroom practice, how pupils learn and the roles of staff within the school. The problems are designed by staff tutors to reflect realistic experiences within the school environment and to encourage students to synthesise and incorporate relevant information into their learning.

Item Type:	Report
Publisher:	Higher Education Academy
Departments:	Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE)
Additional Information:	Part of the ESCalate Help Directory for Teacher Educators, Busy Teacher Educator Guides.
Depositing User:	Anna Lupton
Date Deposited:	23 Mar 2017 12:20
Last Modified:	11 Jan 2024 19:46
URI:	https://insight.cumbria.ac.uk/id/eprint/2760

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