Problem-based learning: definition and phases

Problem-based learning is an active methodology where students face real-world situations that they must solve in a group.

One of the characteristics of this student-centered didactic strategy is that it inverts the traditional order in the planning of an activity: the need to acquire new knowledge is generated in order to solve it.

Instead of addressing the theory before the problem resolution, this procedure turns the student into the protagonist of their learning, fostering autonomy, curiosity, and teamwork.

If you want to delve deeper into problem-based learning and how it is structured through its phases, we invite you to continue reading the article we have prepared for you.

What is problem-based learning?

Problem-Based Learning (PBL) is a constructivist methodology where students learn through the resolution of real-world problems, developing knowledge and competencies in an active and collaborative way.

This procedure inverts the traditional order of teaching by presenting the problem first, and modifies the roles of professor-student: the teacher adopts a role of facilitator and the student of protagonist of their learning.

Since the 1960s, when the limitations of rote learning in medical training were exposed, specifically at McMaster University in Ontario, work has been done on the implementation of problem-based learning.

Little by little, it has been introduced into all educational levels and disciplines, from primary education to university, demonstrating its effectiveness in developing key 21st-century competencies such as complex problem-solving and collaborative work.

Its effectiveness is supported by multiple studies such as that of researcher Cindy Hmelo-Silver from Rutgers University. In her research, she demonstrated that PBL facilitates the construction of flexible and applicable knowledge, improves reasoning and critical thinking skills, in addition to promoting effective self-directed learning.

Characteristics of problem-based learning

The PBL methodology is structured around 5 fundamental characteristics:

1. It focuses on the student who adopts an active protagonism, self-evaluates, and self-regulates within a team.
2. Activities are oriented toward learning, research, and reflection for the resolution of the stated problem.
3. The problems posed must be contextualized, relevant, and connected to the student’s reality.
4. Work is organized in small groups of about 5-8 students so that everyone can participate.
5. The teacher becomes a facilitator, as opposed to merely a traditional transmitter.
6. It helps develop transversal competencies highly valued in the job market such as self-directed learning, criteria-based information search and management, decision-making, and effective reasoning.

It is, like competency-based assessment, a pedagogical tool that allows for training students who are better prepared to face personal, social, and professional challenges.

Traditional educational method vs. problem-based learning (PBL)

The traditional educational method has been built on pillars such as memorization, repetition, and the passive transmission of content.

In contrast, problem-based learning is an active process that seeks to achieve authentic and positive learning while the student interacts meaningfully with their environment.

To schematically and clearly illustrate some of the most significant differences, we have prepared a table that compares both modalities:

PBL vs. project-based learning

The main difference between problem-based learning and project-based learning is that in the former, the focus is on solving a problem; in the latter, the creation of a concrete final product is essential.

What are the phases of problem-based learning?

When defining the phases of problem-based learning, we are going to rely on the classification of 7 phases carried out by Exley and Dennick in 2007.

There are other models, such as Morales-Landa’s, which add one more because they differentiate what is known from what is not known into different phases, as reflected in an explanatory document from the Technical University of Madrid.

In any case, as you discover how to apply PBL step by step, you will understand why this methodology is structured this way.

Phase 1: problem presentation and clarification

The first step is to ensure that your students understand the statement and what you are asking of them. For this, the information must be clear and it is advisable to open a round of questions so that they can raise their doubts or request the necessary clarification.

A good technique you can incorporate in this initial phase is the comprehensive reading of the proposal. Make sure that all team members fully understand the problem and clarify unknown terms, unblocking any type of ambiguity.

Phase 2: brainstorming and prior knowledge

Once everyone has understood the statement, propose that they conduct a brainstorming session. This will facilitate the activation of prior knowledge and the detection of possible gaps in their knowledge.

Thus, the team will determine the knowledge they have and the knowledge they need to acquire to solve the problem, activating critical thinking.

Phase 3: definition of hypotheses and learning needs

The third step is based on transforming doubts into questions that will be investigated. At this point, it is essential to prioritize learning objectives and formulate working hypotheses.

In this phase, research is the cornerstone, and the questions posed will allow for structuring the subsequent work.

Phase 4: research plan design

The objective of this stage is for the group to organize their search strategy based on the questions they collected in the previous phase.

Thus, some actions that are carried out are:

• Definition of roles among team members. The group can, for example, divide specific topics.
• Identification of valid and verified information sources (academic institutions, official bodies, university research, etc.).
• Design of the work schedule.

With this type of interaction, skills such as cooperative work, planning, and group responsibility are developed.

Phase 5: independent information search

Undoubtedly, this is the most extensive phase of the entire practice, which can last one or two weeks in which the student must work autonomously.

Mainly, they will work in 3 areas:

• Consultation of verified sources.
• Structured data collection.
• Selecting relevant information and discarding anything superfluous and without value for solving the problem.

While the student has previously perfected group skills, now they will focus on other dimensions, such as self-regulated learning.

Phase 6: group analysis and synthesis

At this point in the methodology, the findings that each member has gathered must be shared. This phase, which incorporates a discussion facilitated by the teacher, should focus on contrasting information, resolving contradictions, and performing an integrated synthesis of knowledge.

Thus, assertive communication, negotiation, or self-judgment come into play.

While it is true that we are talking about how to implement PBL in a group, another advantage of this technique is that different groups can work together on a specific basis. For example, the teacher can invite all teams to debate a topic that requires special attention.

As you can see, the role of the teacher-guide in this phase is crucial. They must help students identify inconsistencies, delve into superficial aspects, and build an integrated understanding of the problem.

Phase 7: evaluation and solution presentation

The final step is the preparation of the proposal or solution and its presentation to the class. At this point, it may be useful to resort to the Feynman Method, inviting students to explain their presentations to their classmates in the simplest way possible.

To deepen learning, it is advisable for them to reflect on the learning process, activating the metacognitive dimension. Thus, the evaluation does not come solely from the teacher but from the students themselves (self-assessment) and their peers (co-evaluation).

As you can see, problem-based learning is a holistic practice in which the student works on multiple core and transversal skills, as well as curricular competencies, both individually and in a group.

However, it is essential to follow the sequencing of the phases for this methodology to work.

We have prepared a small outline of the different stages, their objective, and the approximate time that can be dedicated to them:

Beyond this classification, we can summarize the essence of the PBL methodology as the identification, description, and resolution of problems, thanks to the interaction of the teacher and students, as underlined by the study by Vera et al. (2021).

Example of problem-based learning application in the classroom

Let’s assume that the problem to be presented to the students is the significant increase in microplastic contamination in a nearby river. The different phases of PBL would be structured as follows:

1. Phase 1: the statement is presented and concepts such as “microplastics,” “river ecosystem,” “biodiversity,” “circular economy,” etc. are clarified.
2. Phase 2: students can contribute ideas and make assumptions about the origin of the waste, its impact on the aquatic ecosystem, their experience in waste management, etc.
3. Phase 3: they can formulate questions such as What are the main sources of contamination? or What preventive measures can be applied locally?
4. Phase 4: a subgroup can be in charge of analyzing contamination data, another of the applicable legislation on contamination and waste, another on environmental education initiatives, and the last one focusing on measures to boost the circular economy.
5. Phase 5: each student, based on their role, carries out the appropriate research to fulfill their responsibilities within the group.
6. Phase 6: the teacher intervenes to delve into aspects such as the relationship between human activity and sustainability, helping the team understand the problem globally.
7. Phase 7: the students design a comprehensive environmental action plan for their community. It may include awareness campaigns, recommendations directed at local authorities, proposing educational activities, etc.

This is just a small example of how you can implement problem-based learning in your educational strategy. You can complement it with watching a documentary, interactive content that students can develop for their peers, etc.

The possibilities are diverse. What you must always respect is the order of the phases, the personalization of the activity, and your role as a facilitator.

Advantages and benefits of problem-based learning

Educational research has documented multiple benefits of problem-based learning, especially when compared to traditional techniques. These benefits have been observed in both cognitive and socio-emotional dimensions.

Cognitive benefits

Regarding cognitive benefits, long-term retention stands out. A month later, students who have followed this active technique are significantly capable of retaining knowledge.

In fact, the results of a study by Carrió et al. (2016) published in FEMS Microbiology Letters demonstrated that combining PBL with master classes in a hybrid mode improved knowledge acquisition and long-term retention, problem-solving skills, and generic competencies.

With this improvement, the transfer of learning to real contexts beyond the classroom is also promoted.

Socio-emotional benefits

Socio-emotional benefits are also important. Active practice invites students to become more involved in learning, reinforcing their motivation. Furthermore, they are able to see the results of this interaction, which adds relevance and meaning to the practice.

In addition to these advantages, the fact of working in small groups functions as an integrating ecosystem conducive to the development of interpersonal skills, such as empathy, planning, and negotiation. 

Likewise, students improve their communicative ability by having to argue and defend their work. Other skills that are reinforced in students are autonomy and responsibility in learning, which leads to a third one: self-confidence as they progress.

To summarize, the main benefits of PBL are:

• Long-term retention of information.
• Improvement of knowledge acquisition.
• Development of problem-solving skills and transfer to real contexts.
• Increase in student motivation and active involvement.
• Improvement of interpersonal skills such as communication, autonomy, responsibility, and self-confidence.

Role of the teacher and the student in problem-based learning

The success of problem-based learning does not depend solely on how it is implemented, but on the effective transformation of the teacher’s role, which is often one of the biggest challenges.

The teacher as facilitator in PBL

The teacher acts as a facilitator and guide for learning. Among their main functions are the following 5:

1. Design of significant problems. Creates or selects authentic, relevant problems with the appropriate level of complexity.
2. Guidance of the group process. Observes the dynamics of the work teams, intervening only when necessary and without interfering with their organization.
3. Formulation of relevant questions. Poses questions aimed at stimulating critical thinking, fostering metacognition and delving into content analysis.
4. Management of resources and organization of the PBL phases. Provides access to reliable sources, establishes achievable deadlines, and supervises the process.
5. Formative and continuous assessment. Assessment is carried out from different approaches: observing students, providing constructive and personalized feedback, both individually and in groups.

To successfully carry out these functions, teachers must be trained in areas such as the design of open and contextualized problems, facilitation techniques, and management of small groups, conflict management, and competency-based assessment.

Assessment in PBL: tools and criteria

Assessment in PBL is based on the shared responsibility of learning.

This explains why the 360º assessment model is one of the most used, as it favors comprehensive feedback from the teacher, their peers, other work teams in the same class, and self-assessment.

In the following table, we present some of the most relevant assessment instruments for project-based learning, what each of them assesses, and who assesses:

The priority regarding assessment is that it be continuous and formative so that students can benefit from constant feedback throughout the process and can actively participate in their evolution.

In the specific case of hybrid or completely online learning plans, proctoring solutions, such as those developed by Smowltech, can enrich PBL assessment.

Specifically, the SMOWL proctoring plans can non-intrusively supervise online assessments. If you wish to see for yourself how it works, we invite you to request a free demo.

Research and resources to delve deeper into problem-based learning

Continuous training requires access to quality resources that allow you to deepen your knowledge of PBL. We propose just a few that you can access online:

• Effects of problem-based learning: a meta-analysis (Dochy et al., 2003). This is a meta-analysis that empirically justifies the benefits of PBL.
• Interdisciplinary Journal of Problem-Based Learning. This is an international academic journal specializing in PBL and open access where you will find recent empirical studies, theoretical reviews, etc.