Problem-Based Learning and

Project-Based Learning

Objectives:
At the end of the lesson student are expected to:

 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; and
 share some performance standards from the curriculum Guide that can
employ Problem-Based Learning and Project-Based Learning.

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. Students are given task or
question that they must answer using their prior knowledge and
resources.
 Learners are engaged in a collaborative task as they work towards the
solution to the problem. This collaborative effort leads to deeper
learning than traditional lectures or classroom instruction.
 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 goal 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 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 a 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 group’s
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 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 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 process.

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 a 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.
EXAMAPLE of PERFORMANCE STANDARD IN PBL

ROLE OF TECHNOLOGY

How is Technology Integrated in the PBL activity?

There are number of free online tools that they can use from commencement
of the task that some of the group tasks will be done outside the regular class hours.

Learners to be actively connected and engage while teacher acting as a

facilitator.

Bower, Herdberg and Kuswara (2010) stress that technology simply the
meditiator for collaboration and presentation and that it is the type of task and
thinking process.

The WWW has opportunities for the PBL that can be utilized by the learners
to accomplish task. Web 2.0 technologies are characterized by collaboration,
sharing, and networking.

 In the study of Tarrant (2018), using Web 2.0 is effective in

helping students in health sciences in health sciences to bridge
the gap between theory and practice.
 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.

When using PBL, the learning competencies must be the primary

consideration together with the content and performance standards before the
technology integration. As soon as these are in place, the statement of learning
outcomes in the learning plan must be stated in behavioral and measurable terms.

ICT tools for PBL

1. Dropbox- it’s a tool that allows you to sync your content, share
important files, folders, and links, and collaborate with whomever,
whenever, wherever. All safely within the cloud.
2. OneNote- allows users to share files with other team members in real-
time. Shared notes can be viewed and edited simultaneously, allowing
for a seamless collaboration anytime.
3. Doodle- lets you send times for appointments, team meetings, and
even share your rolling availability. See who has responded or booked
a time and have us automatically send the event details after booking.
Doodles makes scheduling happen- without the hassle.

PROJECT-BASED LEARNING

 Project-based learning is an approach but has evolved as a teaching method

that engages learners in a series of planned tasks to the generation of
solutions to real-world problems.
 It is a student-centered approach.
 It is a collaborative learning activity.

Past and more recent researches have proven PrBL to be beneficial in the
Development of Various Skills

1. Research Methodology skill (Tiwari, Arya, & Bansal, 2017). Using the
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 lifer 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.

Based on the inputs above, it is your turn to prepare for a potential PrBL activity
in your own future classroom. Follow the steps and the instructions given.

Step 1: USING NOTETAKING APPLICATION

Use any notetaking app or tool for recording your output.

1. OneNote- allows users to share files with other team members in real-
time. Shared notes can be viewed and edited simultaneously, allowing
for a seamless collaboration anytime.

Step 2: CONSTRUCTING KEY QUESTION FOR PrBL

Learning Open-ended
Quarter Content Standard
Competency Question

1 • describes Demonstrates How would you

well-defined understanding of use sets and Venn
sets, subsets, key concepts of diagrams to
universal sets, sets and the real represent the
and the null number system. people who can
set and access each zone
 cardinality of based on age
sets. restrictions, height
requirements, and
• illustrates the interests?
union and
intersection of
sets and the
difference of
two sets.

• uses Venn
Diagrams to
represent
sets, subsets,
and set
operations.

• solves
problems
involving sets.

• represents the
absolute value
of a number
on a number
line as the
distance of a
number from
0.

Step 3: Group Sharing

Step 1: Searching for Web 2.0 tools

Presents various Web 2.0 tools and mathematics or science activities where
such tools may be used.

SAMPLE ACTIVITIES FOR

WEB 2.0 TOOLS PURPOSE MATHEMATICS OR
SCIENCE LEARNING
GeoGebra Create interactive dynamic Students collaborate to
geometry applets for design and analyze
exploring geometric tessellations using
shapes, transformations, GeoGebra, understanding
and constructions. symmetry and patterns.

Stellarium Explore the night sky in Students use Stellarium

3D, visualizing to plan a virtual
constellations, planets, stargazing trip, identifying
and astronomical events. constellations and
learning about their
mythology.

Desmos Visually explore Students use Desmos to

mathematical functions graph and analyze
and equations, plotting different types of
graphs and manipulating functions, understanding
variables interactively. their behavior and
relationships.

Step 2: Searching for Web 3.0 tools

Identify some Web 3.0 tools that can be used in the mathematics or science
classroom.

WEB 3.0 TOOLS PURPOSE

Decentraland or The Sandbox Create immersive 3D learning

environments where students can interact
with and explore mathematical and
scientific concepts.

Augmented Reality (AR) apps built on Overlay digital information onto the real
blockchains world, enhancing traditional learning and
offering interactive experiences.

Blockchain-based data platforms securely store and share scientific data in

a decentralized manner, promoting
transparency and collaboration.

Step 3: Sharing
Share your answers to Step 1 and 2 with the whole class