CRITICAL & CREATIVE THINKING SKILL

(BLHC4032)
OVERVIEW TO PBL APPROACH

Hazmilah Hasan,PhD

hazmilah@utem.edu.my
 Learning outcome
LO1 Respond to issues related to critical and
creative thinking.
 What is PBL?
• Problem Based Learning (PBL) is a learning
method that uses the real problems that are
relevant and meaningful as the focus in the
learning process (UTM, 2005)
• According to Schmidt (1983), PBL provides an
environment in which students can draw upon
prior knowledge, learn within the real-world
context, and reinforce the knowledge through
independent and small group work.
 PBL History
• Interdisciplinary process

student
centered
learning

faculty
centered
learning
Faculty of
Medical,
McMaster
University ,
Canada
 How?

process curriculum PBL

 Definition
• critical knowledge,
learner • problem solving proficiency,
• self-directed learning strategies,
acquisition and team participation skills

• the commonly used systemic

process approach to resolving problems
or meeting challenges that are
replicates encountered in life and career
(Barrows & Kelson).
 Other definitions
• PBL is an approach to structuring the curriculum which involves
confronting students with problems from practice which provides a
stimulus for learning (Boud & Feletti, 1991).
• Problem-based learning (PBL) is an instructional method that
challenges students to "learn to learn," working cooperatively in
groups to seek solutions to real world problems. These problems
are used to engage students' curiosity and initiate learning the
subject matter. PBL prepares students to think critically and
analytically, and to find and use appropriate learning resources
(Duch,1995)
• Problem-based learning is a development and instructional
approach built around an ill-structured problem which is mess and
complex in nature; requires inquiry, information-gathering, and
reflection; is changing and tentative; and has no simple, fixed,
formula, "right" solution (Finkle & Torp, 1995).
• Problem-Based Learning (PBL) is an instructional strategy that
promotes active learning. PBL can be used as a framework for
modules, courses, programs, or curricula (Samford, 1998).
 Principal of PBL
• The problem or trigger is the starting point in the
learning process
• student-centered learning, the students were given
guidance on how to solve a trigger/problem
• Lecturers have to be creative in generating an
appropriate ill- structured problem or trigger related
to the topic.
• Lecturer role as a facilitator, counsellor or motivator
for students.
• Trigger/problem based on the actual situation
 Why PBL?

Boost Students confidence Students learn

level independently

desired
educational
outcomes

Active contributor Concerned citizens

Balanced Human Development
Cognitive global
skill awareness
 ACELLT LEADERSHIP DEVELOPMENT PROGRAMME- 5
LADDER

Ladder 1- Facts, Idea,

Learning Issues, Action
(FILA table)
Ladder
Ladder 2- Student self 5
directed learning Ladder
Ladder 4
Ladder 3- 3
Ladder
Compilation of facts 2
and preparation for Ladder
1
presentation
Ladder 4-
Presentation
Ladder 5- Reflection
 References
1. Othman, Hussain and Mohd Salleh, Berhannudin and
Sulaiman, Abdullah and Syed Abdullah, Syed Muhammad
Dawilah al-Edrus (2009), PBL as a powerful teaching and
learning tool to enhance humanistic skills among
undergraduates. In: International Conference on Human
Capital Development (ICONHCD 2009), 25-27 Mei 2009,
Kuantan, Pahang
2. Dr. De Gallow, What is Problem Based Learning, Director,
Instructional Resources Center, Project Director, Hewlett
Grant at link http://www.pbl.uci.edu/whatispbl.html cited
17/04/15
 References
3. Savery, J.R (2006) Overview of Problem-based
Problem : Definitions & Distinctions, Interdisciplinary
Journal of Problem-Based Learning, 1(1);
http://dx.doi.org/10.7771/1541-5015.1002
4. Cshmit, H.G. (1983), Problem-based Learning:
Rasional and description, Medical Education, 17,
11-16
5. Boud, D., and G. Feletti (Eds.). (1991). The Challenge
of Problem-Based Learning. New York: St. Martin's
Press
 References
6. Duch, (1995), "Problem-Based Learning:
Bringing the Real World into the Physics
Classroom," invited paper presented at the
American Association of Physics Teaching
Summer Meeting, August, Spokane, WA
7. Finkle & Torp, (1995), Introductory
Documents, Illinois Math & Science Academy,
Aurora, Illinois
Thank you