Week 5 Learning Resources

Learning Resources
The activity above obviously shows that it is easier to write about something that is
relatable in our real-life situations because of our prior knowledge or experience.
Mathematics and Science teaching and learning in the basic education are not just
about numbers, cells, universe, earth and other contents but more so on how these are
used to deal with real-life experiences. Using problem-based learning is one of the
approaches that may bring forth more meaningful learning experiences in and beyond
the classroom.
Nature of Problem-Based Learning

Problem-based learning is an approach that involves a process of inquiry and
solving open-ended questions that serve as the main problem that the learners will work
on. The type of questions posited is focused on specific content standard and its
application to real life issues. It also requires more than one answer or solution.
Learners are engaged in a collaborative task as they work towards the solution to
the problem. This learning activity is done in small groups with each member assigned a
certain task to accomplish. In the process of engaging in PBL, they learn several skills
such as problem-solving, communicating, research, among others which are essential
in the workplace. The end of PBL is to ensure that the target the learning competencies
are achieved in the process.
Ali (2019) described PBL as a process that is used to identify problems with a
scenario to increase the knowledge and understanding. In her research, she proposed
five principles of PBL that can be considered by teachers in planning or using the
approach:
1. Independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students’ learn about motivation, teamwork, problem-solving and engagement
with the task.
5. Materials such as data, photographs, articles, can be used to solve the
problem.
Lo (2009, p. 208) proposed a six-stage process that was used in the adoption
of the online PBL:
1. identifying the problem—current issues that do not have just one answer or
one definite solution.
2. Brainstorming – generate ideas; tackle the problem through self-directed
questioning; arouse students’ intrinsic motivation;
3. Collecting and analyzing the information—assigning group members to collect
information; posting what they found and what they learned; collaborative collection of
useful information;
4. Synthesizing information—solving the problem through relevant data
synthesized; knowledge building;
5. Co-building knowledge—presentation of the solution to the learning
problem/issue; and
6. Refining the outcomes – giving of feedback and suggestions by the instructor
to help students improve; learning from other groups’ presentation.
Benefits of Problem-based Learning
Several studies have revealed positive impacts of PBL on learners as they engage in
the process. Among these are the following:
In work of Schettino (2016), PBL in teaching mathematics, group work values all
voices and that a mathematics classroom environment becomes open and safe.
Accordingly, the mathematics learners are able to make solution methods that might be
connected to other problems. In addition, the research prompts the importance of PBL
in checking student communication through feedback on their presentation, questioning
skills, metacognitive journaling to reflect on their errors, and thought processes.
In the study of O’Brien, Wallach, & Mash-Duncan (2011), they proposed that
teaching mathematics should not be taught merely as solving word problems
(computational exercises couched in words) but solve problems outside a math
classroom – the essence of PBL. Also, according to the research, the heart of PBL is
collaborative work that will help students devise and solve problems involving
conceptually complex materials. PBL promotes personal construction of knowledge
where students engage in interesting tasks, problems, and investigations.
The study of Kim, Belland, & Walker (2018) discussed that PBL is learner-
centered approach that aims to improve students’ content knowledge and problem-
solving skills using authentic problems. Also, students are able to do self-reflection by
identifying the needed skills and knowledge in solving problems they encounter.
According to Inel & Balim (2010), PBL allows students to construct their own learning
through group activities to solve real-life problems presented as scenario-based
problems.
Role of Technology
How is technology integrated in the PBL activity? As the learners embark on an
open-ended question collaboratively, there are a number of free online tools that they
can use from the commencement of the task to its completion especially that some of
the group task will be done outside the regular class hours. These online tools will allow
the learners to be actively connected and engaged in the group task while monitoring
their own contributions.
Bower, Hedberg and Kuswara (2010) stresses that technology is simply the
mediator for collaboration and representation and that is the type of task and thinking
processes in which students engage that determines the quality of learning.
The WWW has affordances for PBL that can be utilized by the learners to
accomplish their task. Web 2.0 technologies are characterized by collaboration, sharing
and networking. These may facilitate and enhance PBL activities (Tambouris et al,
2012) in its different stages. In the study of Tarrant (2018), using Web 2.0 is effective in
helping students in health sciences to bridge the gap between theory and practice. Also,
according to Holmes & Dubinsky (2009), Web 2.0 tools facilitate creativity,
collaboration and sharing of research results among users. According to Schettino
(2016), PBL in mathematics classrooms promotes the use of technology in the process
of problem solving for the students to become more independent and aware of the
various mathematical resources the can utilize.
Productivity tools such as those for writing, presentations, spreadsheets,
calendars, organizers, citations, and others are also available to assist learners and
teachers in accomplishing required tasks and outputs from a PBL activity. Before using
or recommending these tools to learners, it is important that teachers take note or try
out the tools first to be familiar with the most appropriate tool for the PBL activity.
Nature of Project-Based Learning/Approach

Project-based learning is an approach but has evolved as a teaching method that
engages learners in a series of planned tasks resulting to the generation of solutions to
real-world problems. It is student-centered approach as it takes into account the realm
of experiences and interest of students. This method is based on John Dewey’s
principle of Learning by doing and Vygotsky’s constructivist theory of learning that
advocates social construction of knowledge. PrBL/PBL is a collaborative learning
activity where learners work on an authentic task guided by an open-ended question.
Each member has assigned role that will contribute to the solution of the problem that
was identified which reflects the real issues in their community or the world at large.
Past and more recent researches have proven PrBL to be beneficial in the
development of various skills such as:
1. Research methodology skills (Tiwari, Arya, & bansal, 2017).
Using student feedback questionnaire given to 99 students, it was revealed that
students were enhanced in their knowledge of the topic taken, searching review for the
topic, improved communication skills, data collection skills, and analytical and
presentation skills when PrBL was used as component in research methodology. The
teachers’ perception also agreed that there was 100% enhancement of knowledge on
the various components of research methodology, update of the knowledge on a
particular topic, and increase in interaction with students.
2. Critical thinking skills (Nargundkar, Samaddar, & Mukhopadhyay, 2019).
The researchers investigated how PrBL advances the critical thinking skills of students.
To solve real-life problems, students are expected to use the knowledge they had
constructed, to think deeply about the issue, consider evidence for or against a
proposed solution, and apply reasoning skills and logical inquiry to come up with the
best solution or conclusion.
3. Development of life skills (Wurdinger & Qureshi, 2015). The study employed
mixed method to examine the development of life skills through PrBL. Their findings
revealed that after taking the PBL course, there was a significant difference in the mean
scores for the following life skills; responsibility, problem solving, self-direction,
communication, and creativity skills. It was concluded that PrBL indeed promotes further
development of life skills.

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Nature of Problem-Based Learning

Nature of Project-Based Learning/Approach

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