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Problem-Based Learning in Peruvian Higher Education:
Science and Math Education for Future Public School Teachers
PUCP - UD
Dr. George WatsonDr. Deborah AllenUniversity of Delaware
Dra. Ana Pastor de AbramPontificia Universidad Católica del Perú
Washington DC, August 11, 2004
Date of foundation : 1917Departments : 11Undergraduate majors: 45 Masters programs: 32Ph. D. programs : 3
PONTIFICIA UNIVERSIDAD CATOLICA DEL PERU
University Community
Regular students: 15 490Undergraduates: 14 682Graduates: 808International students: 179
Professors:
Total: 2352Full time: 338Part time: 2014
Science Departments Physics Mathematics Chemistry Civil Engineering Mechanical Engineering Industrial Engineering
Mining Engineering Electronic Engineering Computing Science Architecture Telecommunications
Problems in Math and Science Education in the Public
Schools in Perú
A) There is an extreme achievement gap between private and public schools in Peru.
B) Results of International Standardized Tests (public schools):
Last place in Latin America TIMS 1996 PISA 2002
Professional Development of Teachers at Present
1. Pre service teachers do not receive quality math and science courses in the public institutions of education.
2. Science content courses and science pedagogy courses are not well articulated in the pre-service teacher curriculum, so teachers are not well equipped with effective teaching methods.
Hypothesis
The incorporation of Problem-Based Learning as a strategy in the professional development of future math and science teachers will help to better articulate math and science content with pedagogy in an efficient way.
What is Problem-Based Learning?
PBL prepares students to think critically and analytically, and to find and use appropriate learning
resources.
PBL is an learning approach that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world
problems.
“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”
Boud (1985)
What is Problem-Based Learning?
What are the CommonFeatures of PBL?
Learning is initiated by a problem.
Problems are based on complex, real-world situations.
All information needed to solve problem is not initially given.
Students identify, find, and use appropriate resources.
Students work in permanent groups.
PBL: The Process
Students are presented with a problem. They organize ideas and previous knowledge.
Students pose questions, defining what they know and do not know.
Students assign responsibility for questions, discuss resources.
Students reconvene, explore newly learned information, refine questions.
Overview
Problem, Project, or Assignment
Group Discussion
Research
Group Discussion
Preparation of Group “Product”
Whole Class Discussion
Mini-lecture(as needed)
Assessment(when desired)
The Problem-BasedLearning Cycle
Activities at PUCP during the First Year
1. Training of six PUCPprofessors at UD Oct 2002
2. Designing the first PBL workshop at PUCP Nov 2002 – Jan 2003
3. PBL workshop in Lima. February 2003
4. Implementation of PBL and Cooperative Learning. From March to July 2003
5. Mentoring of the innovative experiences. From March to July 2003
6. Second PBL workshop in Lima. July 2003
7. Internal evaluation. July 2003
Activities at PUCP during the First Year
1. Implementation of courses in PBL and CL methodologies at PUCP continued during the second semester (July to December, 2003).
2. PBL workshop for professors who teach courses for pre service math and science, public school teachers and professors at other universities. (Feb. 2004)
3. Assessment of the implementation of the innovations in PUCP and these additional institutions from March to July, 2004.
Activities in PUCP during the Second Year
4. Workshop “Diseño de Problemas, Procesos y Evaluación en el Método ABP” for professors at PUCP. July 2004.
5. Collaborative methods in PUCP Are they worth the trouble? 15, 16 July 2004
6. Evaluation of project. September 2004
Activities in PUCP during the Second Year
PUCP Professor Leaderstrained in PBL at UD
Luis Bretel PhilosophyIsabel Landa ChemistryPatricia Morales ChemistryPatrizia Pereyra PhysicsCarlos Pizarro PhysicsJorge Quiroz PhysicsEmilio Gonzaga MathCecilia Gaita MathWilmer Atoche Math Victoria Ramirez EngineeringMiguel Cataño EngineeringQuino Valverde Engineering
3er
2do
1er
4to
100
84
45
87
Workshops 2003 - 2004
1° y 2° : PUCP + others3° : public institutions4° : PUCP
Examples of Courses at PUCP that Incorporate PBL
Sciences• Math 1, 2 and 3• Physics 1 and 2• Chemistry 1 and 2• Statics• Dynamics• Technical drawing
Engineering• Thermodynamics• Fluid dynamics• Automatic control • Hydrology • Communication theory• Plant Engineering• Geology and Mineralogy Lab.• Mechanical drawing
Foreign guests:
• Chile• Colombia
National guests:
• School Fé y Alegría • Instituto Superior Pegagógico de Monterrico• Universidad Nacional Mayor de San Marcos• Universidad Enrique Guzmán y Valle• Universidad Nacional Federico Villareal• Universidad Nacional de Ingeniería• Universidada nacional Agraria, La Molina
Participants in Training at PUCP:
• Cuba• México
Outside Perú
• PUCP Professors provided PBL workshops in other countries:
Chile (Universidad del Bio Bio, Universidad Católica del Norte, Universidad de Antofagasta (Chile),México (Universidad de Colima) andColombia (Corporación Universitaria Autónoma de Cali).
• Professors from Chile, Cuba, Colombia and Mexico visited PUCP (in last 2 years), to observe and learn about our PBL experiences.
•Translation into Spanish and publication of the “Power of Problem Based Learning”(A book about Delaware experiences)•The current
preparation of a new book that presents PUCP PBL experiences and researches in several departments (in science and engineering).
Additional Results
•The continuous increase of number of professors who now are discussing and reflecting about teaching and learning. •Two engineering
departments (Electronic and Mechanical), are transforming their curriculum into a PBL format (like the “hybrid curriculum” of Queen’s University of Canada), etc.
•Many private and public institutions (schools and universities) are interested in our PBL experiences and want to participate in PBL training.
Additional Results