CONSTRUCTIVISM AND PROBLEM BASED LEARNING IN THE CLASSROOM 1

Constructivism and Problem Based Learning in the Classroom

Edtech 504
Todd Dumais
Boise State University










CONSTRUCTIVISM AND PROBLEM BASED LEARNING IN THE CLASSROOM 2

Abstract
This paper will be analyzing the core contributors to the constructivist theory, laying the
foundation for the hands on learning approach called Problem Based Learning, known as PBL.
The articles synthesized in this paper will examine the various aspects of PBL, the key practices
of good PBL activities, what are the challenges faced by instructors when implementing PBL,
what are the dos and donts of PBL best practices. The relationship between PBL and
technology will also discussed, how it can be used to enhance many aspects of PBL. Emphasis
will be placed upon best practices, how to scaffold learning for students to ensure vigorous and
active learning is taking place.
Keywords
Web 2.0, Problem based learning, Collaborative learning, petagogy








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Constructivism
Problem Base Learning has its origins in medical education, getting its start at McMaster
University Department of Medicine. The developer, Dr. C. B. Mueller realized there was a need
for students to improve their diagnostic skills when it came to patient care. Dr. Mueller began to
develop the basis to PBL by creating ill structured questions beginning with a driving question,
or problem, that the students then must discover the answer to. Dr. Mueller used the technique to
help medical students to become better at diagnosing patients for the proper treatment. Students
were presented a patient that was displaying a series of issues and the interns would attempt to
diagnose the problem. The role of the instructional designer is that of a consultant working to
lay the groundwork and provide support for learners throughout the PBL process (Windschitl,
2002). PBL is focused on a hypothetical-deductive reasoning process, where a problem drives
the learning, by facing a problem without the knowledge to solve it, forces the learner to find the
knowledge needed to solve the problem. In this process students learn how and what they need
to solve the problem. The goal is to create critical thinkers, so learners think on their feet as
opposed to rote recall where the knowledge is lost shortly after testing (Jonassen, 2012). The
goal also is to teach students that they can solve any problem by thinking critically and applying
their existing knowledge and problem solving skills to new challenges. PBL is often supported
by a series of support structures or lessons provided by the instructor. This scaffolding may
come in the form of short lectures, or information sessions, provided at times when students need
assistance where this new knowledge will be used to solve future problems. (Windschitl, 2002).

PBL theory is part of the constructivist school of thought (Smith & Ragan, 2005) is based on the
idea that people are rational and can construct knowledge for themselves. Constructivists believe
CONSTRUCTIVISM AND PROBLEM BASED LEARNING IN THE CLASSROOM 4

that students learn best by having hands on experiences with real life situations or challenges
(Windschitl, 2002). PBL believes that learning can be done through individual inquiry or
collaboratively in small groups and that inquiry is done to solve a problem and constructs
meaning as he or she learns. The methods stress cooperative work and non-traditional
exploration methods designed to help students think on their own. Constructivists believe
learning occurs when one constructs both mechanisms for learning and his or hers own unique
version of knowledge, colored by background, experiences, and aptitudes (Roblyer & Doering,
2006).

Constructivism: A Brief Review
There were many contributors to the development of the Constructivism school of thought; the
following is a brief overview of the main contributors of the theory. They included; John Dewey
who saw learning as a social experience and the growth an individual attained through that
experience, his theory is called Social Activism Theory. Lev Vygotsky, emphasized the
influences of cultural and social contexts in learning and supported a discovery model of learning
called Scaffolding Theory. Vygotsky believed that learning is shaped by individual differences
and is unique to various cultures and adults learn differently than children. Adults should teach
children in a scaffolding manner, each new concept building upon the next. This learning is
done in stages when the child is developmentally able to go to the next stage (Costelloe, 2000).
Another major contributor to this theory was Jean Piaget, he had a two part theory of learning,
and he believed that learners develop cognitive abilities at different ages. The second part is
learners must construct their own knowledge, learners build knowledge through experience, and
his theory is called Child Development Theory (Costelloe, 2000). Constructivist theorist Jerome
CONSTRUCTIVISM AND PROBLEM BASED LEARNING IN THE CLASSROOM 5

Bruner stated that learners construct new ideas or concepts based upon existing knowledge,
learning is an active process called Discovery Learning. The idea is that learning takes place
through interaction with the environment. Bruner also espoused the idea that children will have
better recall of their learned information because they applied it in real world situations. Bruner
believed that while students learn best when they have control of their own learning, he did not
believe that this learning would take place without teachers creating a structure that scaffold
information and learning opportunities that was provided for the student (Lim, Chai, &
Churchill, 2011). Howard Gardiners contribution to constructivist theory is that people have an
innate ability to learn when provided with the support and structure to learn. Gardiner believed
people have a wide range of cognitive abilities and people may learn through multiple
intelligences such as: kinesthetically, logical, musical or linguistically, his theory is called
Multiple Intelligence Theory (Lim et el, 2011).
Howard Barrows, a stalwart of the constructivist theory lists the six original characteristics for
the problem-based learning model employed in the medical school as follows: (Burrows &
Kelson, 1993)
1. Learning is student centered.
2. Learning occurs in small student groups.
3. Teachers are facilitators or guides.
4. Problems form the original focus and stimulus for learning.
5. Problems are a vehicle for the development of clinical problem solving skills.
6. New information is acquired through self-directed learning.
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Burrows ideas expressed here laid the foundation for Problem Based Learning, the general
structure, the ill-defined problem that allows the learner to learn what they do not know.

Major Principles of Problem Based Learning
PBL is an inquiry-based learning theory that is centered on the concept that learners seek to solve
real world problems where students are responsible for solving a problem. The learners use their
existing knowledge and builds new learning to solve new teacher created scenario. The learners
acquire knowledge through engaging with authentic and challenging problems (Barrows, 1986;
& Smith, 2005). The inquiry process is supported by an instructor, whose role is to facilitate
learning, not be the repository of knowledge. Instructors scaffold information and learning so as
to support the inquiry process. The instructor when acting as a facilitator provides coaching, and
models the kinds of meta-cognitive questions and strategies that students are then expected to do
on their own (Hmelo-Silver & Barrows, 2008). Teachers will frame the problem within an area
of study; they will provide introductory information, key concepts and ideas, provide
opportunities for discussion and then provide the initial problem. Each problem that is dealt with
by students has a section to be reflective on during the activity and after the completion in which
learners discuss the usefulness of the information obtained and their strategies used to obtain a
solution (Barrows, 1986). Reflection is a critical aspect of PBL as students have the opportunity
to share ideas with the group, offer assistance to others and help move the work towards
solutions. The student drives the learning process by their interest and learning style and skills.
PBL can be done individually or cooperatively in groups to seek solutions to problems, but
always with the learning around solving challenging problems (Duch, Groh, & Allen, 2001).
CONSTRUCTIVISM AND PROBLEM BASED LEARNING IN THE CLASSROOM 7

The problem should be challenging, set in a structure that allows for investigation, and isnt fully
resolved without reflection and discussion of the issues at hand (Smith, (2005).
The concept of constructivism is that learning is constructed, not transmitted, this theory moves
the student to the center of instruction and the teachers as a supporting role. Students do
activities that help them generate their own knowledge and that students demonstrate this
learning in ways beyond written or multiple choice tests. Learning and knowledge development
is designed to be more that rote memorization and that learning is connected to real world
problems (Lim et el, 2011). The teachers role will be to scaffold information and at critical
junctures, provide new information that students may need to move to the next level of
understanding and that much closer to solutions. This information may come in the form of a
short lecture, a power point or video, or in class directed discussion, the point is to provide
assistance and keep the focus upon students exploring and learning (Lim et el, 2011).

PBL and Technology
Technology does not create learning, but can be used to accelerate learning given an effective
pedagogical framework. Technology allows teachers to engage PBL with much greater ease and
depth of exploration than just a few short years ago. One of the key components of PBL is
access to information so the students can solve problems the instructor creates for them. With
the advent of a robust Web, networked databases, university research made available online,
online newspapers, course websites and blogs, students now naturally turn to the Web in pursuit
of information to solve the problems in an intensive PBL course. The Web is an excellent
proving ground for developing critical thinking skills. Part of participating in PBL learning is
that students must also evaluate online resources critically and executing Web searches
CONSTRUCTIVISM AND PROBLEM BASED LEARNING IN THE CLASSROOM 8

effectively are important lessons to learn for students, and prepares them to be lifelong learners
(Park, & Ertmer, 2008). PBL and technology work well together, many new web 2.0 sites
support a collaborative environment often needed in PBL. Technological advances have
enhanced the potential of collaborative learning and peer-learning, where learners can become
active participants and co-producers of knowledge, thereby providing the opportunity for more
horizontal educational structures and contexts (Matthews, 2003). The use of technology based
communication tools facilitates interpersonal communication among peers, teachers and other
experts, even when students are offsite. Moreover, this collaboration through connectivity
facilitates students in using other smart devices to increase connectivity in and outside of the
classroom (Park, et el, 2008). The opportunity to work collaboratively is one the key
components of PBL and the advent of new 2.0 web technologies has supported this process.
Web sites like popplet, todaysmeet or Google Drive supports the sharing aspect of PBL that
some instructors may employ. Many students use Google Drive to create documents and share
access and editing functionality with cooperating team members, this allows students to
collaborate in real time. As well, Google Plus and Skype allow for real-time video chats without
being in the same classroom, city of country. Through this collaborative approach students can
become topic experts, as each part of a task is broken down to various tasks. The experts can
then connect and share the individual findings with the group. In this process each student
becomes the facilitator of knowledge and expertise is a very specific area. Through the new
smart devices and on line tools this ease of connectivity improves feedback and comments on
student reflection, further, connectivity through smart devices allows students to have online
group discussions and to communicate with others by using all kind of media, for instance email
or text messaging (Luanrattana, Win, Fulcher, & Iverson, 2012).
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Challenges and Solution: Implementing PBL
The development of smart devices, high speed internet, web 2.0 programs and applications, PBL
is now much easier to administer monitor and support to ensure student success, but it adds to the
burden of knowledge teachers must possess. Teachers need to possess not only pedagogical
knowledge, content knowledge but they must be able to successfully integrate technology into
teaching. This encompasses knowledge of the subject matter as well as the best use of
technology with various pedagogical approaches (Luanrattana, Win, Fulcher, & Iverson, 2012).
Teachers and schools are under more and more pressure to succeed at standardized tests and so
many teachers become reluctant to trying something different that may not result in immediate
students success. This lack of immediate student learning maybe seen to reflect negatively on
the teacher and they may face increased scrutiny from administration Often teachers feel it is
safer to revert back to tried and true practices to avoid potential negative results (Harwell et al.,
2001). Another challenge with PBL is, as students explore complex problems in a PBL
environment, the complex problems may generate a heavy load on students working memory
due to their lack of proper schemas to integrate new information with their prior knowledge
(Hmelo-Silver, & Barrows, 2008). Students who feel overwhelmed may just shut down and not
complete the challenges. Given the complex nature of PBL, it is critical that instructors provide
guidance and support to learners through each of the PBL activities while according to Hmelo-
Silver (2004), providing direct instruction on a just-in-time basis (p. 260). It is this guidance
provided in the right amount, the right way and at the pivotal times that puts tremendous pressure
on teachers and when not executed properly can lead to failure of a problem based lesson (Park,
et el, 2008). Teachers at these critical times can revert back to directing students work as they
see a slowdown in progress as a failure of the activity and pressure to achieve students results
CONSTRUCTIVISM AND PROBLEM BASED LEARNING IN THE CLASSROOM 10

(Park, et el, 2008). However there are many resources available to teachers to find on line
support, for example the University of Delaware PBL site (2013) offers a plethora of resources
and support. There are examples, seminars, resources and links to other on line resources to
assist the teacher in need of help. One of the challenges faced by teachers when implementing
PBL is the length of time many projects take to complete. Many teachers have difficulty
managing this long timeline, to maintain the students interest and to complete the various tasks
as needed (Oberlander, & Talbert-Johnson, (2005). Related to this challenge is the school
atmosphere or response to a teacher implementing PBL teachers often are challenged by a lack
of preparation time, limited resources, lack of administrative support and limited class time to
implement PBL. In addition Duch (2001) and Lim (2011) described the difculty teachers
experience adjusting to their new roles as guides and helping students become self-directed
learners. Teachers need to know how to support the student as a facilitator, when to ask
questions and when to supply information so the ebbs of student action move to flows of ideas
and action. Another part of the challenge with PBL is how to properly assess student work and
activities as well as receiving credit for solving solutions to the problem. Assessment may be in
non-traditional formats, i.e. away from multiple choice tests. Teachers can have online blogs
where students contribute to discussions, or students can create video updates and students can
participate in peer review assessment. Teachers need to realize assessment in PBL is less
structured and more time-consuming than traditional methods, teachers may need assistance in
learning how to assess artifacts, notebook entries, and portfolios (Boud, & Feletti, 1997).
Regardless of the challenges, PBL offers students a form of education that will prepare them for
learning in life and help ensure they are lifelong learners.

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Conclusion
Studies have shown that students in a problem-based curriculum became better learners, they
were more sociable and made greater use of the library and of self-selected (as opposed to
faculty-selected) reading materials, and felt more competent in independent information seeking
skills (Van, 2006). Thus, it seems that when students are responsible for their own learning, they
acquire autonomous learning skills essential for life-long learning. These are the types of
learning skills that are built up over time, and often cannot be tested on traditional multiple
choice tests. Carefully constructed, open-ended problems help develop critical thinking skills
that workers need to have to fully engage in the new work environment. The future illiterate
people will not be people who cannot read or write it will be people who cannot unlearn what
they know and learn new ways of seeing and doing things. Through PBL, students encounter
concepts in contextually rich situations that trigger interest, promote higher-order thinking and
impart meaning to those ideas and enhance their retention (Duch, et el 2001). PBL, as part of
the constructivist theory of learning places the student in situations where they must become
their own teachers and technology supports and enhances this learning. PBL changes how
students look at the world; its not a scary place, but rather an environment full of challenges and
opportunities to learn and grow.




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