LEARNING BASED ON

PROBLEMS.

MTRO. IVÁN SANTIAGO MEDINA

VELASCO.
 What is problem-based learning?

It is a teaching technique that is characterized by promoting the

self-directed learning and critical thinking
forwarded to solve problems.

The learning activities of PBL are focused through

of scenarios what son raised by the teachers, where
working in groups, the students identify what
they know about the scenario or problem presented, what
they need to know, they discuss how and where to obtain
information that can lead them to solve the problem
proposed.
The ABP is based on different theoretical currents about the
human learning, the theory has particular presence
constructivist, according to this stance in PBL
there are three basic principles:

· The understanding with regarding a one situation of the reality

it arises from interactions with the environment.

Cognitive conflict when facing each new situation

stimulates learning.

Knowledge is developed through recognition and

acceptance of social processes and the evaluation of the
different individual interpretations of the same phenomenon.
 LEARNING OBJECTIVES BASED ON
PROJECTS.

Promote in the student Develop a foundation Develop

the responsibility of of knowledge skills for
your own learning relevant the evaluation
characterized for criticism y the
depth y acquisition of
flexibility. new
knowledge
with a
commitment of
learning of
for life.
 Develop Involve the student in a Develop the
skills for challenge (problem, situation or reasoning
the relationships assignment with initiative y effective and creative
interpersonal. enthusiasm. according to a
base of
knowledge
integrated y
flexible.

Monitor the existence Guide the missing of Stimulate the development

of objectives of knowledge y of sense of
adequate learning for skills of way collaboration how a
level of development of member of a team
efficient and effective towards
the students. the search for improvement. to reach a goal
common.
 CHARACTERISTICS OF BASED LEARNING
PROBLEMS.

It is a method of The method is oriented towards the

work active where problem solving that
the students participate son selected o
constantly in the designed to achieve the
acquisition de on learning of certain
knowledge. knowledge objectives.

The learning him center in the student y no

in the teacher or only in the content
It is a method
what stimulates The courses with this The teacher is
the work work model convert into a
collaborative they open a different facilitator o
in different subjects of tutor from
disciplines, knowledge learning.
is worked on
groups
small.
 How is the method carried out?

Planning. 2. Organization of groups.

3. Presentation of the 4. Definition of the

problem and clarification of problem.
terms.

6. Approach of
5. Brainstorming.
answers and hypotheses.

7. Formulation of the
objectives of 8. Research.
learning.

9. Synthesis and 10. Evaluation and

presentation. self-assessment.
 ROLE OF THE TEACHER.

You must be willing to consider RBM as a

effective method for acquiring information and for
develop the skill of critical thinking.

It must be available for the students during the

work period of the group without abandoning its role of
tutor.

Must to be prepared y willing for to have advisories

individuals with the students when required.
Coordinate the feedback activities of the
students throughout the work period of the group.

Ask questions that stimulate and challenge the students.

appropriately, encouraging them to seek
information and self-improvement.

Ability to integrate the conclusions of the work of

the students, also contribute opposing viewpoints
for stimulate the reflection, y in case necessary, another
type of help that provides information to the group.

Ability to promote problem solving in

group through the use of critical thinking.
 ROLE OF THE STUDENT.

A responsible integration around the group and also a

enthusiastic attitude in problem solving.

Contribution of information to the group discussion. The

previously provides them with a detailed understanding and
specific about all the concepts involved in
the attention to the problem.

Search for the information that you consider

necessary for understand y resolver the
problem, this the obliges a to put in
practice skills of analysis and synthesis.
Research for all the means how for example: the
library, electronic media, teachers or the
own group members. The above allows them a
better use of resources.

Development of analysis and synthesis skills

the information and a critical view of the information
obtained.

Commitment to identify the mechanisms

basics what can explain each aspect
important of each problem.

Commitment to provide feedback on the process of

work of the group seeking to become
an effective learning group.
Openness to learn from others, commitment to share the
knowledge, experience, or skills to analyze and
synthesize information.

Identify the priorities of learning, having in count

that the main task of each problem is to achieve certain
learning objectives and not just reaching the diagnosis and to the
solution to the problem

Opening for perform the questions what sean necessary

to clarify the information and meet the objectives
proposed for the session.

Share information during the sessions

stimulating communication and participation of the
other group members.
 ADVANTAGES OF PROBLEM-BASED LEARNING.

•Allows one •It is versatile Fosters autonomy

real learning
significant

Improve the shot Prepare a the Develop the

of decisions students for on competition
future digital
 DISADVANTAGES OF PROBLEM-BASED LEARNING.

•Some students •There are students who do not

•The subject
they prefer to work they demonstrate the interest
he explore in
individually. for learning, it
depth
what does what the
but
participation no sea
generally
homogeneous y there what
the progress is
remember what the
slower yes
participation of los
no him make
students is basic,
the approach
well, it only works this way
appropriate.
this methodology.
•The students have a •To some it The teacher
• must take on
vision different of the like this this methodology and the
learning, since it method but changes that it represents,
they get used to the model others no the opening a new
of learning they appreciate. possibilities of
traditional for the teaching, which to
that upon knowing about principle can to be
learning based inconvenient but it has its
in problems with their benefits.
advantages y
disadvantages can
to be predisposed or
doubtful about it.
 EVALUATION IN LEARNING BASED ON
PROBLEMS.

Feedback plays a fundamental role here,

It must be done regularly and it is a responsibility.
from the tutor. The feedback should not have a
positive or negative sense, rather it must have a
descriptive purpose, identifying and leveraging
all possible areas for improvement.

The following are some areas that may

to be evaluated in the student, by the teacher and the
members of the group.
Preparation for the Participación y
session contributions to the
group work.

Skills Contributions
interpersonal to the process
y of group
behavior
professional

Attitudes y
human skills Evaluation
criticism
 REFERENCES

htps://[Link]/
support_material/methodology-of-
problem-based learning-pbl/