Problem Based Learning for First Year Students at UWA

Perspectives from Students and Laboratory Demonstrators

Natasha Teakle

The purpose of this study was to examine the implementation of a Problem Based Learning (PBL) exercise in a first year biology practical class at UWA. PBL is often perceived to be ‘too hard’ for first year students who are not used to critical thinking or self-directed learning.

This study gathered students’ perceptions of PBL and assessed how demonstrators responded to the change in teaching method. In addition, this investigation identified some of the problems affecting the successful implementation of PBL and how these might be overcome.

PBL is a teaching approach developed more than thirty years ago, which involves students undertaking a less structured ‘task’ set in a relevant context. Students work in small groups to identify the knowledge or skills that they must attain to approach the task. PBL encourages independent learning, critical thinking and many other skills valued by employers, such as working effectively in teams. Despite the reported benefits of PBL, it has not been widely implemented at universities, particularly at first year level where it is perceived to be too challenging for students.

My study assessed the implementation of a PBL format for a first year biology practical class by surveying 135 students by analysing their perceptions of the PBL task. Previously, the same practical had been taught using a traditional approach where the students were given stepby- step instructions on how to complete the practical exercise. In 2007, the practical class was delivered using a PBL format and was conducted over two weeks (i.e. 2 x 3 hour sessions). The objectives of the exercise, and explanation of the PBL approach to teaching and learning,was provided verbally to all students by their demonstrators at the commencement of the first practical session. The demonstrators had been given a brief overview and handouts of what PBL involves. Although this is a smallscale application of PBL, it provided the opportunity to assess student reactions to PBL without the commitment to implementing it across a whole unit or curriculum. The eight demonstrators for the practical were also surveyed to gain their perceptions on how students respond to PBL exercises and to elicit suggestions on how to improve the implementation of PBL.

The survey results indicate that students were generally positive about the PBL task, they did not find it too challenging and they particularly liked the ‘team work’ aspect. Some students initially found the lack of direction and defined outcomes difficult, while others found adapting to group dynamics a challenge. The demonstrators’ perceptions of the PBL format were varied. Some found this teaching method successful and beneficial for students. Others were uncomfortable with their role change from ‘teacher’ to ‘facilitator’ and did not see the benefits from using PBL.

The survey results indicate that PBL can be successfully implemented on a small scale and that PBL is not too challenging for first year students. The results highlight the need for both students and staff to be well-trained in the theory of PBL for its implementation to be successful.