What is a PBL Problem?

A problem is the basic structural unit of PBL.  A problem has a start point (a hook, a trigger, a scenario and/or a problem statement, see below) and a process usually leading to an output from the group (which can be as simple as a single learning outcome, or can be a product such as a report, a poster, a set of experimental results, and so on).  Often, there is no one ‘answer’ (in which case the problem is ‘open-ended’ to some extent); sometimes there is a defined answer but many possible paths leading to it.

A problem is designed to cover one or more learning outcomes, which may be facts, concepts, technical or personal skills, professional practices, ideas, and so on.  Materials designed with the problem (for example facilitators’ notes) may detail learning outcomes in categories such as core and optional, and how they relate to the overall syllabus for the course.

Problems can also include stages, where information is released to the students bit-by-bit, and assessment schemes if these differ from problem to problem.

A complete set of problem documentation may contain:

• syllabus or learning outcomes

• problem brief

• student schedule

• staff schedule

• assessment scheme and materials

• facilitation notes (content and process expectations)

• equipment list

What is a hook?

A hook is an object which engages students in the context of the problem.  It might be a newspaper story with a provocative headline, an intriguing image, or a poem.  Often, the hook does not contain the problem itself or clues to directions to take within a problem.

What is a trigger?

A trigger is an object (usually text) which contains indications of how to attack the problem by suggesting possible lines of enquiry or research methods.

What is a scenario?

A scenario sets the context for the problem.  Often, it tells the students what role or stance they should take when solving the problem (e.g. you are a group of research chemists, you are theatre critics, you are an environmental pressure group).

What is a problem brief?

The problem brief is text and objects given to students at the beginning of a problem which contains within it, either explicitly or implicitly, the ‘problem’ (issue, dilemma,  or puzzle) which the students should explore.  The problem brief includes an appropriate combination of hook, trigger, and scenario materials.

Some models of PBL exclude an explicit statement  of the problem, believing that the first action the students should undertake should be identification of the problem.  In other models, more guidance is given about the direction that groups should take.

Some practitioners advocate making learning objectives known at the beginning of the problem, but most let students identify learning needs during the problem, guiding the students where necessary to cover content.

What are learning objectives?

Learning objectives or outcomes are distinct from a syllabus in that they define what students are able to do rather than what the instructor will have ‘covered’. Learning objectives are statements of what a learner is expected to know, understand, and be able to demonstrate after completing the module.  The module assessment should be designed to measure the extent to which the learning objectives have been achieved.

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This content is based on the Project LeAP Practice Guide to Problem-Based Learning in Physics and Astronomy, eds D J Raine and S L Symons, HEA Subject Centre for Physical Science, 2005, available here

Copyright © 2006 - PROJECT LEAP