The basic principle supporting the concept of PBL is older than formal education itself; namely, learning is initiated by a posed problem, query, or puzzle that the learner wants to solve (Boud & Feletti, 1991).
In the problem-based approach, complex, real-world problems are used to motivate students to identify and research the concepts and principles they need to know to work through those problems.
Students work in small learning teams, bringing together collective skill at acquiring, communicating,
and integrating information.
Problem-based instruction addresses directly many of the recommended and desirable outcomes of an undergraduate education: specifically, the ability to do the following:
- Think critically and be able to analyze and solve complex, real-world problems
- Find, evaluate, and use appropriate learning resources
- Work cooperatively in teams and small groups
- Demonstrate versatile and effective communication skills, both verbal and written
- Use content knowledge and intellectual skills acquired at the university to become continual learners
1. Barbara_J._Duch, Susan_E._Groh, and Deborah_E._Allen, The Power of Problem-Based Learning: A Practical How To for Teaching Undergraduate Courses in Any Discipline, 2001.
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