Sherri Harrelson September 29, 2013 Problem-Based Learning: The New Social-Constructivist Fad Overview: Problem-based learning (PBL)

is currently being touted as one of the best methods of helping students to develop critical thinking and problem solving skills (Kek & Huijser, 2011). By providing students with an opportunity not only to construct knowledge independently through experiences, but to also discuss, practice, and continuously reflect within a group, PBL is seen as being both social and constructivist in nature. Contributors: Due to the many underlying theories, including constructivism and social learning, many theorists can be viewed as contributing to the PBL model. According to Sutinen (2008), John Dewey and George H. Mead conceived of mental activity in the context of human action and particularly in relation to problem solving in relation to human action. By forcing students to face a problem and consider various methods of solving that specific problem, constructivist principles based heavily on Dewey and Meads frameworks come into play as students begin constructing solutions (Sutinen, 2008). However, because students are no longer expected to operate independently, but instead are encouraged to collaborate with peers, Vygotkys theory of social learning is also implemented in the collaborative and jointly reflective framework (UC Berkley, 2011). Major Principles: In conducting a PBL style inquiry, students are provided with a loosely defined problem in which they are expected to collaboratively develop and defend a solution (Mierson & Parikh, 2000). Furthermore, students are expected to jointly decide which elements are important foci, and they are also encouraged to discuss group developments amongst themselves, including such aspects as lack of member participation or failure to fulfill group obligations (Mierson & Parikh, 2000). Application: Although the PBL model originated in medical schools, it has now expanded to other fields of training and K-12 education (Mierson & Parikh, 2000). Within the K-12 realm, students are provided with real life problems, for instance- how to ensure that all community residents are able to utilize the new community recreation center for various activities, by applying knowledge gained through a variety of media and ongoing discussions. They are then required to synthesize this problem solving in the creation of an authentic product (Bevevino, Dengel, & Adams, 1999). References: Bevevino, M. M., Dengel, J., & Adams, K. (1999). Constructivist theory in the classroom. Clearing House, 72(5), 275-8. http://boisestate.worldcat.org/oclc/425564866 Kek, M. Y. C. A., & Huijser, H. (2011). The power of problem-based learning in developing critical thinking skills: Preparing students for tomorrow's digital futures in today's classrooms. Higher Education Research and Development, 30, 3, 329-341. DOI: 10.1080/07294360.2010.501074

Mierson, S. & Parikh, A. A. (2000). Stories from the Field: Problem-based learning from a teacher's and a student's perspective. Change, 32 (1), pp. 20-27. http://www.jstor.org/stable/40165477 Sutinen, A. (2008). Constructivism and education: Education as an interpretative transformational process. Studies in Philosophy and Education, 27, 1, 1-14. DOI 10.1007/s11217-007-9043-5 University of California Berkley. (2011). Teaching guide for graduate student instructors, Learning theory and research: Social constructivism. http://gsi.berkeley.edu/teachingguide/theories/social.html