1. Dias 1 Department of Science Education Problem orientation Camilla Rump

2. Dias 2 Department of Science Education Where do we find curricula organized around problems?

3. Dias 3 Department of Science Education Why use problems?

4. Dias 4 Department of Science Education Eksperiments Experiments of type I: Read biomedical text  Read case in clinical terms  Recall case  Explain case using biomedical knowledge Experiments of type II Read case in clinical terms  Recall case  Read biomedical text  Explain ”case” using biomedical knowledge

5. Dias 5 Department of Science Education Why use problems? Learning function We remember when we can see connections and coherence Curricular function Organising TLAs around problems provides the teacher with a way to prioritize in curriculum Structuring function Working with problems help students see what ”the next step” is. Competency function Working with problems provides authenticity in the learning environment, and give students important qualifications for future work

6. Dias 6 Department of Science Education STructure: Problem orientation versus discipline orientation Problem orientation concens the content. The content is structured and taught according to a problem Discipline orientation The content is structured and taught according to the structure of the discipline

7. Dias 7 Department of Science Education Problem types Formulation, Solution

8. Dias 8 Department of Science Education Exercise in problem based learning Tuesday morning 9:00-11:00 and Thursday 9:00-10:20. Between the two meetings, you work individually on the cases. Aim: -You should implement and test problem-based learning as a teaching method, -You shall analyze the given case and provide solutions to a specific educational problem. Intended learning outcomes: You should be able to use didactic literature to solve a specific problem within an educational setting You should be able to organize and implement (small) problem based exercises in your own teaching You should choose one of the cases in the compendium Then follow the 7-jump procedure Thursday there will be a round-up and a reflection on PBL as a method

9. Dias 9 Department of Science Education Problem Based Learning (PBL) ‏ Method of teaching used in many medical study programmes, famously Maastricht, Holland and McMasters, Canada. A group of students work with one problem a week within a specific subject (e.g. abdominal complaints). Two meetings – one where the group analyzes the problem and defines learning objectives, and a subsequent meeting, where the group discusses their self-study findings.

10. Dias 10 Department of Science Education Problem Based Learning A supervisor parttakes in the meetings, but the role of the supervisor is to facilitate student learning process, not provide answers. The type of problems dealt with in PBL is normally what we termed ”vague problems”. The justifications for using PBL relate to all the functions of problems.