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Problem-Based Learning
A Pioneering Way to Engage Students
in Learning While Pursuing Answers
to Ill-Structured Problems
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This information was developed/assembled
by La Nelle Harvey, teacher and member of the USC CSP Leadership Cohort
in conjunction with Cal State Los Angeles and presented at NSTA, Boston
in 1999.
For more information contact: La Nelle
Harvey or Patricia Thompson
USC Center For Craniofacial Molecular
Biology 323-442-3169 email: pathomps@hsc.usc.edu
THE PBL PROCESS
A. May have one/multiple parts
2. FACTS - Identify what they already know from the problem
3. IDEAS - Making hypothesis based on that knowledge
4. Identify LEARNING NEEDS - stated as questions
A. Resources
B. Plan and carry out investigations
C. Consult experts
5. Revisit hypotheses with new knowledge gained from investigation- -generate new ideas/hypotheses - RECYCLE THROUGH PROCESS
6. Complete the process for each part of the scenario
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