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Should I try PBL?

One of the main reasons for the shift to PBL is a genuine desire to give students a deeper understanding of the theories and principles of physics. In many cases students simply remember what they need to know for the examination and fail to make connections between courses. Research has shown [Ref 4] that students retain very little of what they are taught in a traditional lecture format.

PBL offers an attractive alternative to traditional education by shifting the emphasis from what the department teaches to what the student learns. For those of us used to lecturing the transformation can seem a little daunting, but the promise of greater student understanding and a better way of communicating physical principles makes it worthwhile.

Project- or Problem-Based Learning?

Project Based Learning and Problem Based Learning are often used interchangeably. In our view, the main difference in approach is that project-based learning focuses on the endpoint. In Problem-Based Learning, the output, if any, is just one piece of evidence for achievement of the learning outcomes.

Facilitating Problem-Based Learning Savin-Baden, M. Open University Press 2003 discusses a number of further differences.

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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