Problem-Based Learning in Pe rúvi an Higher Education: Quality Science and Math Education for Future Public School Teachers PUCP - UD

Presenters: Ana Pastor de Abram Pontificia Universidad Católica del Perú George Watson University of Delaware

South America Lima, Per ú Lima

Delaware, USA Dela where?

University of Delaware Year of Founding :1743 Colleges :7 Majors:124 Masters:74 Ph. D. :37 From Fall 2002 UD Factbook

STUDENTS:19600 Undergraduates:16400 Graduates:3200 UD University Community PROFESSORS:1090

Universities in Perú Total:69 Public:35 Private: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-Time340 Part-Time2010

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 1996 PISA 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 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 Experiences From 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 Lima In 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 Common Features 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-Based Learning 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.