Supporting Problem Solving in PBL

Although the characteristics of PBL (problem focused, student centered, self-directed, etc.) are well known, the components of a problem-based learning environment (PBLE) and the cognitive scaffolds necessary to support learning to solve different kinds of problems with different learners is less clear. This paper identifies the different components of a PBLE, including a problem to solve, worked examples, case studies, analogues, prior experiences, alternative perspectives, and simulations. Additionally, different cognitive scaffolds necessary to help students interpret and use those components include analogical encoding, causal relationships, argumentations, questioning, modeling, and metacognitive regulation. Recommendations are provided for matching components and scaffolds with learners’ needs when solving different kinds of problems. http://dx.doi.org/10.7771/1541-5015.1256 The Interdisciplinary Journal of Problem-Based Learning • 96 D. Jonassen The Nature of Problems There are many issues in implementing PBL into various curricula. An important issue has to do with the extent of the curriculum that is converted to PBL. Many reports illustrate the effect of single PBL modules inserted in courses including biomedical engineering (LaPlaca, Newstetter, & Yoganathan, 2001), chemical engineering (Cline & Powers, 1997), software engineering (Armarego, 2002; Mitchell & Delaney, 2004), and thermal physics (van Kampen, Nanahan, Kelly, McLoughlin, & O’Leary, 2004). Other implementations have converted existing semester-long courses to PBL courses, such as software engineering (Dunlap, 2005) and materials science (Henry, Jonassen, Winholtz, & Khanna, 2010). Some of the most successful implementations of PBL have employed PBL throughout an entire curriculum, enabling students to develop the study strategies and self-regulation skills necessary for success in a PBL environment. Because PBL represents a significant shift in learning for most students, they require support in adapting their learning methods. We cannot assume that learners are naturally skilled in problem solving, especially complex and ill-structured problems such as those required in most PBL programs. Another important issue focuses on the nature of the problem being solved and the nature of the learners. Figure 1 illustrates external and internal factors that affect problem solving. As depicted in Figure 1, external factors that affect problem solving include the perspective, dynamicity, structure, difficulty, and context. Based on these differences, Jonassen (2000) suggested a typology of problems on a continuum from well-structured to ill-structured, including story problems, rule using/rule induction, decision making, troubleshooting, diagnosis-solution, strategic performance, policy, design, and dilemmas. Factors that are internal to the learners include the learner’s levels of prior knowledge, experience, reasoning ability, various cognitive styles, and epistemic beliefs (Jonassen, 2007). It is important to note that these are not hard categories. Problems may be represented in different categories, depending on the nature of the learning desired. For example, most of the ill-structured problems (diagnosis, policy, design, etc.) can be represented as decision-making problems. Story Problems. Students in formal education most often learn to solve story problems in mathematics and the sciences. Story problems typically present a set of values embedded within a shallow story context at the end of textbook chapters. Story problems are normally solved when learners identify key values in the short scenario, select the appropriate algorithm, apply the algorithm to generate a quantitative answer, and hopefully check their responses (Sherrill, 1983). These are the most common kind of problems solved in formal education settings. Unfortunately, too many educators believe that learning to solve story problems will naturally transfer to complex, everyday problems (Jonassen, 2000). They do not. Supporting Problem Solving in PBL 97 • volume 5, no. 2 (Fall 2011) Fure 1. Fators in pblem soing.