The Pros And Cons Of Problem Based Learning

“There are three types of people in this world: those who make things happen, those who watch things happen and those who wonder what just happened.” – Mary Kay Ash

Many people go through life with intentions of wanting to make a difference in the world, whether it is on a small or large scale. It is not uncommon for people to want to make a change for the better good, make things happen rather than watch it happen. However, in order to do so, one must first have the ability to isolate what problems need to be addressed amongst a sea of many, and then work towards a solution. This is where the method of problem-based learning comes into play. Problem-based learning (PBL) is a method of learning that was developed in the 1960s for medical studies

PBL is unlike classical teaching methods because problems are not directly given to students. Instead the problems must be sought out, thus giving students more of a sense of how the real world works. This paper will look deeper into the concepts behind problem-based learning, how it compares to classical teaching methods, and how it works in an environmental sustainability classroom.

In a problem-based learning classroom there are some key characteristics that distinguish it from the typical classroom. First students begin their learning by solving an authentic and complex problem. In doing so the learning becomes self-directed, as students are given the ability to choose something they find of interest and importance. Then throughout the process students are given opportunities to self-reflect upon their learning process, thus not only focusing on what they are learning but how they

However, this change is not for nothing, studies have shown positive results of problem-based learning in comparison to traditional learning. One study revealed that PBL students consistently outperformed traditional students on long-term retention evaluations (Jonassen & Hung, 2012, p.2688). This is likely due to the deeper connection that the student has with the knowledge they are learning. Furthermore empirical studies have shown that PBL enhances students’ problem solving, higher order thinking, and motivation to learn (Jonassen & Hung, 2012, p.2688). While the results with problem-based learning have proven to be positive for students, this is not always the case for the instructor. In PBL, teachers do not provide information to the students, instead they become a tutor that guides the students through the learning process and they facilitate debriefs at the conclusion of the experience (Savery, 2006, p.12). Research on problem-based learning has revealed that one of the major dilemmas perceived by PBL tutors is the conceptualization of facilitators and as a result tensions that arise as they try to redefine their role to fit the PBL model (Jonassen & Hung, 2012, p.2688). Another issue that can come up with problem-based learning is developing appropriate and open-ended problems that will still allow for the learning