Proposing Problem-Based Learning as an Effective Pedagogical Technique for Social Work Education
Social work education is competency based in nature. There is an expectation that graduates of social work programs throughout the world are to be prepared to practice at a level of competence, which is beneficial to both the well-being of individuals and community. Experiential learning is one way to prepare students for competent practice. The use of Problem-Based Learning (PBL) is a form experiential education that has been successful in a number of disciplines to bridge the gap between the theoretical concepts in the classroom to the real world. PBL aligns with the constructivist theoretical approach to learning, which emphasizes the integration of new knowledge with the beliefs students already hold. In addition, the basic tenants of PBL correspond well with the practice behaviors associated with social work practice including multi-disciplinary collaboration and critical thinking. This paper makes an argument for utilizing PBL in social work education.
[1] Altshuler, S. J. & Bosch, L. A. (2003). Problem-based learning in social work education. Journal of Teaching in Social Work, 23(1-2), 2001 – 215.
[2] Bonk, C. J. & Cunningham, D. J. (1998). Search for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools.
[3] Brzovic, K. & Matz, S. I. (2009). Students advise fortune 500 company: Designing a problem-based learning community. Business Communication Quarterly, 72(1), 21 – 34.
[4] Coleman, H., Collins, D., & Baylis, P. (2007). “You didn’t throw us to the wolves”: Problem-based learning in a social work family class. The Journal of Baccalaureate Social Work, 12(2), 98 – 113.
[5] Dalton, M. L. (2009). The history of the Mercer University School of Medicine, 1965 – 2007. Macon, Georgia: Mercer University Press.
[6] Donner, R. S. & Bickley, H. (1993). Problem-based learning in American medical education: An overview. Bulletin of the Medical Library Association, 81(3), 294 – 298.
[7] Duch, B. J., Groh, S. E., & Allen, D. E. (2001). The power of problem-based learning: A practical “how to” for teaching undergraduates in any discipline. Sterling, Virginia: Stylus Publishing, LLC.
[8] Duffy, T. M. & Bednar, A. K. (1992). Attempting to come to grips with alternative perspectives. Educational Technology. 31(9), 12 – 15.
[9] Ehrenberg, A. C. & Haggblom, M. (2007). Problem-based learning in clinical nursing education: Integrating theory and practice. Nurse Education in Practice, 7, 67 – 74.
[10] Frambach, J. M., Driessen, E. W., Chan, L., & van der Vleuten, C. P. (2012). Rethinking the globalization of problem-based learning: How culture challenges self-directed learning. Medical Education, 46, 738 – 747.
[11] Gedvilienė,G. & Staniulevičienė, D. (2012). Problem-based learning in students’ reflective practice at the university studies. Proceedings of the International Scientific Conference ‘Rural Environment, Education, Personality’, (5), 298 – 305.
[12] Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
[13] Hudson, P. (2005). Specific mentoring: A theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27(2), 139 – 146.
[14] Jenkins, E. W. (2000). Constructivism in school science education: Powerful model or the most dangerous intellectual tendency? Science & Education, 9, 599-610.
[15] Jonassen, D. (2013). Designing constructivist learning environments. In Reigeluth, C. M. (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, Vol. II, (215 – 239). New York: Routledge.
[16] Kapucu, N. (2012). Classrooms as communities of practice: Designing and facilitating learning in a networked environment. Journal of Public Affairs Education, 18(3) 585-610.
[17] Kek, M. Y. & Huijser, H. (2011). The power of problem-based learning in developing critical thinking skills: Preparing students for tomorrow’s digital futures in today’s classrooms.
[18] Lam, D. O. (2009). Impact of problem-based learning on social work students: Growth and limits. British Journal of Social Work, 93, 1499 – 1517.
[19] McMay, D. V., Gradel, K., & Scott, C. (2013). Using problem based learning to develop class projects in upper level social science courses: A case study with recommendations. Creative Education, 4(1), 62 – 70.
[20] Mennin, S. P., Friedman, M., Skipper, B., Kalishman, S. & Snyder, J. (1993). Performances on the NBME I, II, and III by medical students in the problem-based learning and conventional tracks at the University of New Mexico. Academic Medicine, 68(8), 616-624.
[21] Mills, J. E. & Treagust, D. F. (2003). Engineering education – Is problem-based or project-based learning the answer? Australasian Journal of Engineering Education, 3, 2 – 16.
[22] Naylor, S. & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10. 93-106.
[23] Neville, A. J. & Norman, G. R. (2007). PBL in the undergraduate MD program at McMaster University: Three iterations in three decades. Academic Medicine, 82(4), 370-374.
[24] Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. (A. Rosin, Trans.). New York: Viking Press. (Original work published in 1975).
[25] Rideout, E. (2001). Transforming nursing education through problem-based learning. Burlington, Massachusetts: Jones & Bartlett.
[26] Royse, D. (2001). Teaching tips for college and university instructors: A practical guide. Boston, Massachusetts: Allyn and Bacon.
[27] Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 8 – 20.
[28] Savery, J. R. & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. In Wilson, B. G. (Ed.). Constructivist learning environments: Case studies in instructional design, (135 – 148). Englewood Cliffs, NJ: Educational Publications, Inc.
[29] Stage, F., Muller, P., Kinzie, J., Simmons, A. (1998). Creating learning centered classrooms. What does learning theory have to say? Washington, DC: ERIC Clearinghouse on Higher Education.
[30] Strand, V. C., Abramovitz, R., Layne, C. M., Robinson, H., & Way, I. (2014). Meeting the critical need for trauma education in social work: A problem-based learning approach. Journal of Social Work Education, 50, 120 – 135.
[31] SWEAP. Social Work Education Assessment Project. http://sweap.utah.edu/, retrieved on January 5, 2016.
[32] Tiwari, A., Lai, P., So, M., & Yuen, K. (2006). A comparison of the effects of problem-based learning and lecturing on the development of students’ critical thinking. Medical Education, 40(6), 547 – 554.
[33] Torp, L. & Sage, S. (2002). Problems as possibilities: Problem-based learning for K-16 education, 2nd ed. Alexandria, Virginia: Association for Supervision and Curriculum Development.
[34] Ültanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(2), 195 – 212.
[35] Vygotsky, Lev (1986). Thought and language, revised (A. Kozulin ed.) Boston, Massachusetts: Massachusetts Institute of Technology. (Original work published in 1934).
[36] Whitcombe, S. W. (2013). Developing skills of problem-based knowledge: What about specialist knowledge. International Journal of Continuing Education and Lifelong Learning, 5(2), 41 – 56.
[37] Williamson, S. & Chang, V. (2009). Enhancing the success of SOTL research: A case study using modified problem-based learning in social work education. Journal of the Scholarship of Teaching and Learning, 9(2). 1- 9.
[38] Woo, C. W. & Laxman, K. (2013) Countering the pedagogy of extremism: Reflective narratives and critiques of problem-based learning. International Education Studies, 6(1), 46 – 56.
[39] Yang, S. C. (2001). Synergy of constructivism and hypermedia from three constructivist perspectives – social, semiotic, and cognitive. Journal of Educational Computing Research, 24(4), 321 – 361.
[40] Zumbach, J., Kumpf, D., & Koch, S. (2004). Using multimedia to enhance problem-based learning in elementary school. Information Technology in Childhood Education Annual (1), 25 – 37.
[1] Altshuler, S. J. & Bosch, L. A. (2003). Problem-based learning in social work education. Journal of Teaching in Social Work, 23(1-2), 2001 – 215.
[2] Bonk, C. J. & Cunningham, D. J. (1998). Search for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools.
[3] Brzovic, K. & Matz, S. I. (2009). Students advise fortune 500 company: Designing a problem-based learning community. Business Communication Quarterly, 72(1), 21 – 34.
[4] Coleman, H., Collins, D., & Baylis, P. (2007). “You didn’t throw us to the wolves”: Problem-based learning in a social work family class. The Journal of Baccalaureate Social Work, 12(2), 98 – 113.
[5] Dalton, M. L. (2009). The history of the Mercer University School of Medicine, 1965 – 2007. Macon, Georgia: Mercer University Press.
[6] Donner, R. S. & Bickley, H. (1993). Problem-based learning in American medical education: An overview. Bulletin of the Medical Library Association, 81(3), 294 – 298.
[7] Duch, B. J., Groh, S. E., & Allen, D. E. (2001). The power of problem-based learning: A practical “how to” for teaching undergraduates in any discipline. Sterling, Virginia: Stylus Publishing, LLC.
[8] Duffy, T. M. & Bednar, A. K. (1992). Attempting to come to grips with alternative perspectives. Educational Technology. 31(9), 12 – 15.
[9] Ehrenberg, A. C. & Haggblom, M. (2007). Problem-based learning in clinical nursing education: Integrating theory and practice. Nurse Education in Practice, 7, 67 – 74.
[10] Frambach, J. M., Driessen, E. W., Chan, L., & van der Vleuten, C. P. (2012). Rethinking the globalization of problem-based learning: How culture challenges self-directed learning. Medical Education, 46, 738 – 747.
[11] Gedvilienė,G. & Staniulevičienė, D. (2012). Problem-based learning in students’ reflective practice at the university studies. Proceedings of the International Scientific Conference ‘Rural Environment, Education, Personality’, (5), 298 – 305.
[12] Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
[13] Hudson, P. (2005). Specific mentoring: A theory and model for developing primary science teaching practices. European Journal of Teacher Education, 27(2), 139 – 146.
[14] Jenkins, E. W. (2000). Constructivism in school science education: Powerful model or the most dangerous intellectual tendency? Science & Education, 9, 599-610.
[15] Jonassen, D. (2013). Designing constructivist learning environments. In Reigeluth, C. M. (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, Vol. II, (215 – 239). New York: Routledge.
[16] Kapucu, N. (2012). Classrooms as communities of practice: Designing and facilitating learning in a networked environment. Journal of Public Affairs Education, 18(3) 585-610.
[17] Kek, M. Y. & Huijser, H. (2011). The power of problem-based learning in developing critical thinking skills: Preparing students for tomorrow’s digital futures in today’s classrooms.
[18] Lam, D. O. (2009). Impact of problem-based learning on social work students: Growth and limits. British Journal of Social Work, 93, 1499 – 1517.
[19] McMay, D. V., Gradel, K., & Scott, C. (2013). Using problem based learning to develop class projects in upper level social science courses: A case study with recommendations. Creative Education, 4(1), 62 – 70.
[20] Mennin, S. P., Friedman, M., Skipper, B., Kalishman, S. & Snyder, J. (1993). Performances on the NBME I, II, and III by medical students in the problem-based learning and conventional tracks at the University of New Mexico. Academic Medicine, 68(8), 616-624.
[21] Mills, J. E. & Treagust, D. F. (2003). Engineering education – Is problem-based or project-based learning the answer? Australasian Journal of Engineering Education, 3, 2 – 16.
[22] Naylor, S. & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10. 93-106.
[23] Neville, A. J. & Norman, G. R. (2007). PBL in the undergraduate MD program at McMaster University: Three iterations in three decades. Academic Medicine, 82(4), 370-374.
[24] Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. (A. Rosin, Trans.). New York: Viking Press. (Original work published in 1975).
[25] Rideout, E. (2001). Transforming nursing education through problem-based learning. Burlington, Massachusetts: Jones & Bartlett.
[26] Royse, D. (2001). Teaching tips for college and university instructors: A practical guide. Boston, Massachusetts: Allyn and Bacon.
[27] Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 8 – 20.
[28] Savery, J. R. & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. In Wilson, B. G. (Ed.). Constructivist learning environments: Case studies in instructional design, (135 – 148). Englewood Cliffs, NJ: Educational Publications, Inc.
[29] Stage, F., Muller, P., Kinzie, J., Simmons, A. (1998). Creating learning centered classrooms. What does learning theory have to say? Washington, DC: ERIC Clearinghouse on Higher Education.
[30] Strand, V. C., Abramovitz, R., Layne, C. M., Robinson, H., & Way, I. (2014). Meeting the critical need for trauma education in social work: A problem-based learning approach. Journal of Social Work Education, 50, 120 – 135.
[31] SWEAP. Social Work Education Assessment Project. http://sweap.utah.edu/, retrieved on January 5, 2016.
[32] Tiwari, A., Lai, P., So, M., & Yuen, K. (2006). A comparison of the effects of problem-based learning and lecturing on the development of students’ critical thinking. Medical Education, 40(6), 547 – 554.
[33] Torp, L. & Sage, S. (2002). Problems as possibilities: Problem-based learning for K-16 education, 2nd ed. Alexandria, Virginia: Association for Supervision and Curriculum Development.
[34] Ültanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(2), 195 – 212.
[35] Vygotsky, Lev (1986). Thought and language, revised (A. Kozulin ed.) Boston, Massachusetts: Massachusetts Institute of Technology. (Original work published in 1934).
[36] Whitcombe, S. W. (2013). Developing skills of problem-based knowledge: What about specialist knowledge. International Journal of Continuing Education and Lifelong Learning, 5(2), 41 – 56.
[37] Williamson, S. & Chang, V. (2009). Enhancing the success of SOTL research: A case study using modified problem-based learning in social work education. Journal of the Scholarship of Teaching and Learning, 9(2). 1- 9.
[38] Woo, C. W. & Laxman, K. (2013) Countering the pedagogy of extremism: Reflective narratives and critiques of problem-based learning. International Education Studies, 6(1), 46 – 56.
[39] Yang, S. C. (2001). Synergy of constructivism and hypermedia from three constructivist perspectives – social, semiotic, and cognitive. Journal of Educational Computing Research, 24(4), 321 – 361.
[40] Zumbach, J., Kumpf, D., & Koch, S. (2004). Using multimedia to enhance problem-based learning in elementary school. Information Technology in Childhood Education Annual (1), 25 – 37.
@article{"International Journal of Business, Human and Social Sciences:75605", author = "Christine K. Fulmer", title = "Proposing Problem-Based Learning as an Effective Pedagogical Technique for Social Work Education", abstract = "Social work education is competency based in nature. There is an expectation that graduates of social work programs throughout the world are to be prepared to practice at a level of competence, which is beneficial to both the well-being of individuals and community. Experiential learning is one way to prepare students for competent practice. The use of Problem-Based Learning (PBL) is a form experiential education that has been successful in a number of disciplines to bridge the gap between the theoretical concepts in the classroom to the real world. PBL aligns with the constructivist theoretical approach to learning, which emphasizes the integration of new knowledge with the beliefs students already hold. In addition, the basic tenants of PBL correspond well with the practice behaviors associated with social work practice including multi-disciplinary collaboration and critical thinking. This paper makes an argument for utilizing PBL in social work education.
", keywords = "Constructivist theoretical approach, experiential learning, pedagogy, problem-based learning, social work education.", volume = "11", number = "5", pages = "1262-4", }
