Project-Based Learning (PBL): Learning in Action! 8 Problem-Based Projects : 1

 Project-Based Learning (PBL): Learning in Action! 8

Problem-Based Projects : 1 

Jnana Prabodhinis Educational Activity Research Centre (EARC) run a program, Pradnya Vikas to identify talents from socioeconomically challenged students from urban and rural areas. Pradnya Vikas is a weekly program of supplementary inputs for socially deprived children in rural and urban areas.  Aim is grooming and preparing students for holistic development. Identification of promising children to nurture their intelligence, to develop Cognitive skills, Learning skills, Communication skills, Leadership skills through experiential learning.

Few years back a group of students from Pradnya Vikas Janata Vasti Centre participated in a project competition City as Lab. City as Lab is a Project-Based Learning Program for schools across India. CaL provides a platform for school children to conduct original and authentic inquiry projects about the cities they live in. CaL is founded with a belief that there is a researcher in every child. City as a Lab (Cal) is founded with the belief that there is a researcher in every child! Cal is an annual, city-based research project undertaken by school children for 3-4 months, which culminates in a one-day conference event. The purpose of Cal is to engage children in authentic inquiry and research using their city as a laboratory.

Janata Vasti is a busy settlement in Pune city. A group of students took on the challenge of solving a common urban problem: parking. They began by observing their surroundings, brainstorming ideas, and focusing on the study of parking in their settlement. Armed with observation charts on clipboards and curiosity, they conducted a field survey, counting vehicles, identifying parking lots, and observing traffic patterns. Realizing the importance of qualitative data, they interviewed residents to understand their challenges and ideas. With their findings, they formulated a proposition, and developed a parking allocation plan. They presented their work to key stakeholders, including local authorities, and entered their project into CaL competition as top 10 selected from 106 projects.

Their efforts were well-received, and their solutions were considered by the authorities. The students not only solved a real-world problem but also gained valuable skills and experiences for their future endeavours. CaL gave children an opportunity to discover their ability to reason, to think critically, to work collaboratively, but most importantly, to understand their locality as participatory citizens.

 

In today's world, we are confronted with a myriad of challenges and issues. These problems can often appear discouraging, but they also offer valuable learning opportunities. Problem-based learning is a dynamic pedagogical approach that places students at the centre of their learning journey, guiding them through complex stages of open-ended problem-solving, a special type of project type in project-based learning.

Problem-based projects encourage students to engage in open-ended inquiries. Unlike guided inquiries, where teachers take on a facilitatory role, Problem-based projects enables students to lead their own exploration and investigation of real-world problems. This approach not only cultivates critical thinking skills but also deepens students' comprehension of societal issues.

Let’s limit the topic of parking to school situation and to parking of bicycles in school.

Exemplar: Solving School Bicycle Parking Problems

This exemplar illustrates the Problem-Based project process through the practical example of solving a school's bicycle parking issues.

                                    i.     Identifying the Problem:

The first step in PBL involves recognizing real-life issues, such as the school's bicycle parking problem, and acknowledging the need for a solution.

                                  ii.     Exploring the Problem:

This phase includes brainstorming ways to gather information, construct mind maps, formulate questioner for stakeholders, and utilize questionnaires for data collection and problem understanding.

                                iii.     Data Collection and Processing:

Once the problem is well-defined, data collection is essential. It may involve surveying various stakeholders to gain insights, statistics, and alternative solutions.

                                iv.     Observations:

 Practical observations, including recording peak student parking times and behaviours, are encouraged. These observations should be conducted at different times and days for thorough analysis.

                                   v.     Defining the Scope of the Problem:

Based on data and observations, students address questions related to effective parking arrangements, the number of bicycle users, gender and class ratios, daily bicycle usage, types of damage, and bicycle theft prevalence.

                                vi.     Developing Solutions:

With a profound comprehension of the problem's scope, students brainstorm and explore potential solutions, aiming to think creatively and consider different approaches.

                              vii.     Testing and Implementation:

After selecting a solution, students conduct small-scale experiments to assess its effectiveness.

                            viii.     Achieving Impact:

The ultimate goal of PBL is to identify solutions that positively impact society, even for seemingly minor issues like bicycle parking problems.

In problem-based projects, students engage in real-world problems 

that demand knowledge from various disciplines to solve complex issues. 

As a problem has different dimensions, this situation encourages students to recognize the interconnectedness of subjects and apply their learning in practical, meaningful ways. This holistic interdisciplinary learning approach is essential for preparing students to tackle multifaceted challenges in the real world.

Addressing the real-life problem of "Solving School Bicycle Parking Problems" offers secondary students a multidisciplinary learning opportunity.

            Mathematics:

·       Data Analysis: gather data on bicycle usage, parking times, and patterns, then analyse it using statistical methods to make informed decisions.

·       Geometry: Designing an efficient parking arrangement involves spatial reasoning and geometric principles.

·       Graphical Representation: Creating graphs and charts to illustrate data, enhancing data communication skills.

·       Probability: Assessing the likelihood of bicycle theft and damage using probability concepts for risk analysis.

Science:

·       Environmental Impact: Understanding how cycling reduces carbon emissions and promotes environmental sustainability.

·       Materials Science: Assessing materials for parking facilities and bicycles in terms of durability and corrosion resistance.

·       Transportation Science: Studying bicycle parking's influence on traffic flow and safety.

Social Science:

·       Societal Impact: Learning about the social aspects of transportation choices and how parking solutions affect the school community.

·       Civic Engagement: Understanding the roles of stakeholders (administrators, parents, and students) in decision-making and community involvement.

·       Campus Planning: Exploring how parking design is linked to sustainability and infrastructure development.

·       Economics: Budgeting, resource allocation, and cost considerations when implementing parking solutions.

Language Studies:

·       Communication Skills: enhance communication skills by formulating questions for interviews, constructing questionnaires, and summarizing findings.

·       Report Writing: Preparing reports to document the problem-solving process and communicate solutions effectively.

·       Presentation Skills: learn to present their findings and solutions in a clear and persuasive manner.

Life skills:

·       Collaboration: Engaging in group discussions, debates, and collaboration with peers on problem-solving.

·       Critical Thinking: Developing analytical and evaluative skills to assess potential solutions.

The essence of Problem-based projects is

discovering innovative solutions to complex social issues

and prepares students to become proactive problem solvers.

Why Problem-based projects? 

Problem-based projects equip students to become proactive problem solvers.

·        Inquiry-Based Approach: Problem-based projects encourage open-ended inquiries. Students are prompted to explore complex, real-world problems, which fosters their ability to ask questions, conduct research, and seek solutions independently.

·        Structured Problem-Solving Process: Problem-based projects involve a structured problem-solving process with multiple stages. These stages include listing the issues, identifying problems, collecting information, brainstorming alternative solutions, selecting a solution, and testing it. This structured approach provides students with a systematic way to approach complex issues.

·        Innovation and Creativity: Problem-based projects promote creative thinking and innovation. Students are encouraged to think of alternative solutions to the problems they encounter, fostering a mindset of creativity and out-of-the-box thinking. This principle helps students explore a wide range of possibilities before selecting a solution.

·        Social Impact: The ultimate goal of Problem-Based projects is to find solutions that benefit society. This principle emphasizes the practical application of the knowledge and skills gained through problem-solving. Students are not only expected to find solutions but also to test and refine them through experimentation, to achieve a positive impact on real-world issues.

Problem-based projects prepare students to tackle multifaceted challenges in the real world by fostering a deep understanding of the interconnectedness of different subjects and the practical application of their learning.

Prashant Divekar 

Jnana Prabodhini, Pune