TTL2 Outline

Problem-Based and Project-Based Learning
INTRODUCTION
This chapter focuses on problem-based and project-based learning, its nature and
importance. Technology role on these two approaches will be discussed. As the technology
becomes important for teaching-learning process, it should be integrated with the different
approaches including problem-based and project-based learning. We will also delve on the several
literature and findings about these two approaches given by some individuals.
Objectives:
 Discuss the salient features of Problem-Based Learning and Project-Based Learning and its
application to the attainment of learning competencies and learning outcomes
 Analyze how technologies for teaching and learning can be maximized in Problem-Based
Learning and Project- Based Learning
Activity
Without searching on the internet, write 2-3 sentences about physics and calculus. Write your
answer on a ½ sheet of paper. You can do this for five minutes.
Content
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 a specific content standard and its
application to real life issues. It also requires more than one answer or solution.
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 article, she proposed the following 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 selt 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 group’s presentation.
Benefits of Problem-Based Learning
In the work of Schettino (2016), PBL in teaching mathematics, group work values all voices and
that a mathematics classroom environment becomes open and safe.
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.
The study of Kim, Belland, & Walker (2018) discussed that PBL is a leaner-centered approach that
aims to improve students’ content knowledge and problem-solving skills using authentic problems.
Role of Technology
Bower, Hedberg and Kuswarg (2010) stresses that technology is simply the mediator for
collaboration and representation and that it 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 tasks.
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 they 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.
Nature of Project Based learning
PROJECT BASED LEARNING
• Is an approach but has evolved as a teaching method that engages learner’s in a series of
planned tasks resulting to the generation of solutions to real world problem.
• 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/PBA is a collaborative learning activity wherein learner’s work on an authentic tasks
guided by an open ended questions.
Past and more recent researchers have proven PrBL to be beneficial in the development of
various skill such as:
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.
CRITICAL THINKING SKILLS ( Nargundkar, Sammadar, and 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 issues, consider evidence for or against a proposed solution, and apply
reasoning skills and logical inquiry to come up with the best solution or conclusion.
DEVELOPMENT OF LIFE SKILLS ( Wurdinger, And 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 differences In the mean
scores for the following life skills: responsibility, problem solving, Self direction, Communication
and creativity skills.
Evaluation
( ¼ Sheet of Yellow Paper)
DIRECTION: Write only the letter of the correct answer.
1. According to them Web 2.0 tools facilitate creativity, collaboration, and sharing of research
results among users.
A. Holmes & Dubinsky (2009) B. Bower, Hedberg and Kuswarg (2010)
C. Wurdinger, And Qureshi 2015 D. Kim, Belland, & Walker (2018)
2. Project Based learning is based on his principle of learning by doing?
A. Lev Vygotsky B. Abraham Maslow
C. John Dewey D. None of the Above
3. It 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.
A. Problem Based learning B. Project Based learning
C. Both A and B D. None of the above
4. How many stage process does Lo(2009) proposed to used in the adaptation of online PBL?
A. Four B. Five
C. Six D. Seven
5. It is an approach but has evolved as a teaching method that engages learner’s in a series of
planned tasks resulting to the generation of solutions to real world problem.
A. Inquiry Based Learning B. Research Based learning
C. Problem Based learning D. Project Based learning
Key to Correction:
1. A
2. C
3. A
4. C
5. D
Reporters:
Joshua Joy P. Oray
Alexandra L. Cesista
BSED SCI-3

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Problem-Based and Project-Based Learning

 Problem-based learning is an approach that involves a process of inquiry and solving

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