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Multiple perspectives on meeting the challenges of PBL in the scientific disciplines
Citation
Springham, S. V., Chia, T. F., Lim, S. S.-L., Cheang, G. H. L., & Chen, A. Y. (1999). In S. P. Loo (Ed.), Proceedings of the MERA-ERA Joint conference 1999: Educational Challenges in the New Millennium (pp. 1250-1257). Malaysian Educational Research Association; Educational Research Association (Singapore).
Abstract
There are several definitions of Problem Based Learning (PBL). For example, those of the Basudur Simplex Model, Kaufman and Swartz. The common features are: 1) Find and define the problem; 2) Examine facts and possibilities; 3) Consider alternative solutions; 4) Implement the best solution and 5) Problems should be related to the “real world”. However, in the natural sciences and mathematics, one often proceeds from “real world” problems to the conceptualisation of the abstract. Conceptualisation of the abstract is one of the tenets of the natural sciences and mathematics. Perhaps it is required less in the biological sciences, but it is increasingly required in physics and almost entirely in mathematics. The usual definitions of PBL have to be adapted to take into account the fact that conceptualisation of the abstract, rather than solving “real world” problems, is the end-product of many problems in the scientific disciplines. We give examples and counter-examples of the applicability of PBL integrated with information technology in our disciplines.
Date Issued
1999