Problem-Based Learning inPerúvian Higher Education:

Quality Science and Math Educationfor Future Public School Teachers

PUCP - UD

Presenters:

Ana Pastor de AbramPontificia Universidad Católica del Perú

George WatsonUniversity of Delaware

South America Lima, Perú

Lima

Delaware, USA Dela where?

University of Delaware

Year of Founding : 1743

Colleges : 7

Majors: 124

Masters: 74

Ph. D. : 37From Fall 2002 UD Factbook

STUDENTS: 19600

Undergraduates: 16400

Graduates: 3200

UD University Community

PROFESSORS: 1090

Universities in Perú

Total: 69Public: 35Private: 34

Pontifica Universidad Católica del Perú

Year of Founding : 1917

Departments : 11

Majors: 45

Masters: 32

Ph. D. : 3

STUDENTS: 15500

Undergraduates: 14700

Graduates: 800

International Students: 180

PUCP University Community

PROFESSORS: 2350

Full-Time 340

Part-Time 2010

Science Departments:7500 Students

•Physics

•Mathematics

•Chemistry

•Civil Engineering

•Architecture

•Industrial Engineering

•Mining Engineering

•Electronic Engineering

•Computing Science

•Mecatronic Engineering

•Mechanical Engineering

Problems in Math and Science Education in the Public Sector in Perú

A) Results of International Standard Tests:Last Place in Latin America

TIMS 1996PISA 2002

B) Teacher’s Professional Development

Teacher’s Professional Development at the Present Time

1. Pre-service teachers do not receive quality math and science courses in Public Institutions of Education.

2. Science courses and pedagogical courses are not articulated in the formation of pre-service teachers, so they are not well equipped with good methodology for teaching.

Hypothesis

The incorporation of PBL as a strategy in the professional development of future teachers for math and science courses, will help to articulate math and science with pedagogy in an efficient way.

Activities during the First Year

1. Training of six PUCP professors at UD

Oct 2002: Six PUCP science professor (two math, two chemistry and two physics professors) visited Newark, Delaware for nine days. They were engaged in designing basic science courses in a PBL format and training workshops in PBL.

2. Designing the first PBL workshop at PUCP

Nov 2002 – Jan 2003: PUCP professors/ leaders designed a workshop for other PUCP basic science teachers, in e-mail consultation with UD professors.

Activities during the First Year

3. PBL workshop in Lima

February 2003: The six PUCP professors and two UD professors led a five-day workshop PBL for 100 basic science and engineering professors from PUCP and visitors from Cuba, Chile, and Mexico.

At end of workshop many professors decided to work with PBL methodology.

Activities during the First Year

4. Implementation of PBL and Cooperative Learning.

From March to July 2003 PBL and CL were implemented in 33 courses in the Departments of Science and Engineering at PUCP.

Activities during the First Year

5. Mentoring of the Innovative ExperiencesFrom March to July 2003 the PUCP

Department of Psychology applied different instruments:

Questionaires, interviews to 11 classes of: math, physics, chemistry and drawing in engineering

Activities during the First Year

6. Another PBL workshop in LimaIn July 2003, the six professors designed and

developed another PBL workshop for 84 professors form PUCP, UNMSM (U. San Marcos), INPM (Instituto Pedagógico Monterrico), Education Minister, and visitors from Chile and Columbia.

This event started the engagement of the Public Institutions of Education with the project.

Activities during the First Year

7. Internal Evaluation

In July 2003 the six professors and one representative from UD participated in the process of evaluation of the implementation of the innovative experiences of the first semester (March-July, 2003) acknowledging the pros and cons of this first implementation.

Activities during the First Year

Activity Plan for Second Year:

1. Implementation of courses, in PBL format and CL method at PUCP will continue during the second semester (July to December 2003)

2. PBL workshop for teachers of Public Institutions of Pedagogy. We expect 100 participants. (January 2004)

3. Mentoring of the Implementation of the innovations in Public Institutions from March to July 2004.

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

Objectives of the Project?

Build human capacity through education and training.

Obtain greater achievement in math and science by Perúvian children.

Develop pre-service teachers trained with best curricular materials and pedagogical methods available.

Train math and science educators at universities and pedagogical institutes to use these methods.