Courses: Methodology

The courses will be mainly taught using Problem Based Learning methods. This is usually abbreviated as PBL.

The original short version of this page is still available as well.

This method, PBL, was originally developed for medical schools and has steadily spread to many areas during the last thirty years. It makes sense seen from research in psychology and cognition; existing knowledge is activated, the learning is made with hooks to relevant scenarios and the students are made to elaborate with their acquired knowledge.

PBL trains for life long learning since the learning-context is stronger than in traditional courses, and the learning is therefore less vulnerable for the weakening of episodic memory with age. The method also trains to work in groups and in leading small groups. The process is very similar to research; an education through PBL therefore leads naturally into an activity of research.

The PBL-group should be 5-8 people since smaller groups lack a sufficient amount of ideas and suggestions, and larger groups result in that some members become inactive. The teacher closely follows the meetings with great attention, but in the background.

Each PBL-cycle (roughly 1.5 credits) follows the seven steps structure in solving the scenario problem which is presented in a first meeting of about two hours.

1. Clarify terms and concepts not readily comprehensible.
2. Define the problem.
3. Analyse the problem.
4. Draw a systematic inventory of the explanations inferred from step 3.
5. Formulate learning objectives, followed by a few days of studies and work
6. Collect additional information outside the group and second meeting.
7. Synthesize and test the newly acquired information. A report is produced. The group evaluates how the work has gone and the meeting ends.

Links

• One of the pioneers in Europe is the group at the University of Maastricht.
• The Lund medical faculty PBL information.
• University of Delaware PBL info and link list.
• PBLi.org.
• Practice Guide' to Problem-based Learning in Physics and Astronomy at Leicester University.
• Physical science center contains a PBL part at PBL but also lots more.

Some specific links to papers: (might require subscription)

• R. Thomas, Problem-based learning: measurable outcomes, Medical Eduducation 31 (1997) 320
• A. Van Heuvelen, Learning to think like a physicist: A review of research based instructional strategies, Am. J. Phys. 59 (1991) 891.
• W. De Grave et al., Profiles of effective tutors in problem-based learning: scaffolding student learning, Medical Education 33 (1999) 901.
• N. Greenwald, Learning from problems, The Science Teacher. 67 (2000) 28 .
• D. Dolmans et al., Seven principles of effective case design for a problem-based curriculum, Medical Education 19 (1997) 185.