Problem-Based Learning Model

Problem-Based Learning (PBL) is an educational approach that organizes the learning process around complex, real-world problems. In this method, students actively engage both individually and in groups to understand and solve the problems they encounter. Rather than passively receiving knowledge as in traditional educational models, PBL provides an experiential environment in which learners take responsibility for their own learning. PBL aims not only to help students acquire knowledge in specific subject areas but also to develop higher-order skills such as problem solving, critical thinking, self-directed learning, collaboration, and communication. In this approach, which is grounded in the principle that learning occurs through personal experience, students confront ill-structured problems—that is, complex problems with no single correct answer.

Historical Development

Although the conceptual foundations of problem-based learning can be traced back to progressive educators like John Dewey and their “learning by doing” philosophy, the model was systematically developed in the second half of the 20th century. PBL was first implemented in the 1950s at the medical school of Case Western Reserve University in the United States. However, its widespread adoption in medical education and integration into the scholarly literature occurred in the late 1960s through the work led by Howard Barrows and Robyn Tamblyn at the medical school of McMaster University in Canada. In their research aimed at enhancing students’ reasoning and problem-solving skills, Barrows and Tamblyn formed small student groups and required them to make decisions based on clinical problem scenarios.

Following these initial applications, PBL was incorporated into medical curricula in many countries including the Netherlands, Australia, and Israel. Starting in the 1990s, it expanded beyond medical education and began to be applied in other disciplines such as engineering, law, and business, including primary and secondary education. In Türkiye, PBL practices were first introduced in 1997–1998 at the Faculty of Medicine of Dokuz Eylül University, followed by the medical faculties of Hacettepe University and Pamukkale University.

Theoretical Foundations

Problem-Based Learning is rooted in constructivist learning theory. Constructivism asserts that knowledge is not passively received by the learner but actively constructed based on existing knowledge and experiences. PBL aligns with this theory through the following key principles:

• Active Nature of Learning: Like constructivism, PBL requires students to be active participants in their learning process. Rather than receiving information directly, students investigate, question, and construct their own understanding.
• Role of Prior Knowledge: According to constructivist theory, new learning is built upon the learner’s existing cognitive structure. PBL operationalizes this principle by prompting students, upon encountering a problem, to activate their prior knowledge and identify what they know and what they need to learn.
• Social Interaction and Collaboration: Vygotsky’s social constructivist theory emphasizes that learning is a social process and that individuals learn through interaction with others. PBL encourages small group work, enabling students to learn from one another, evaluate diverse perspectives, and collaboratively construct knowledge.
• Contextual Learning: Central to PBL is the principle that knowledge is more meaningful and enduring when learned within the context in which it is applied. By using real-world problems, the practical relevance and applicability of learned information are enhanced.

Implementation Process

The implementation process of Problem-Based Learning follows a cyclical structure with distinct steps. The process typically begins with the presentation of an engaging, real-world problem scenario to students. Within groups, students analyze the problem, identify what they already know, and determine what information they need to solve it. This stage allows students to define their own learning objectives. After identifying the required knowledge, students conduct research individually or in groups using various resources such as libraries, the internet, or expert consultations to gather information. The newly acquired knowledge is then shared, discussed, and analyzed within the group. During this collaborative reasoning process, potential solutions are developed and their validity is evaluated. Finally, the group presents its most reasonable solution in a format such as a report or presentation, and the entire process is assessed in terms of both learning outcomes and the solution reached. Throughout this process, the instructor assumes the role of a “cognitive guide” rather than a knowledge transmitter, facilitating learning, providing guidance, and encouraging critical thinking.

Characteristics of the Problem

The success of PBL largely depends on the quality of the problem used. An effective PBL problem must immediately capture students’ interest and motivate them to seek solutions. This motivation is critically dependent on the problem’s connection to the real world and its demonstration of practical relevance. Simultaneously, the problem’s structure must be complex and open-ended, lacking a single correct answer, to allow for multiple perspectives and solution pathways. It should be designed so that it cannot be easily solved by one individual alone, thereby encouraging collaboration and teamwork among group members. Finally, a good problem enables students to apply their existing knowledge and experience while also guiding them toward acquiring new information.

Application Areas

Although Problem-Based Learning was originally developed for medical education, it is now widely used across numerous disciplines and educational levels. Its primary application areas include:

• Medicine and Health Sciences: Widely used to develop clinicians’ ability to reason and solve problems in clinical settings.
• Engineering Education: Applied to enhance engineering students’ capacity to generate solutions for complex design and analysis problems.
• Legal Education: Supports students in developing skills in case analysis, legal reasoning, and argument construction.
• Business and Management Sciences: Develops managerial decision-making skills through case studies and scenarios based on real business problems.
• Teacher Education: Prepares prospective teachers to analyze and address complex pedagogical situations they may encounter in the classroom.
• Primary and Secondary Education: Used in subjects such as science, social studies, and mathematics to develop students’ critical thinking and research skills.