Problem-based learning (PBL)

When we speak of problem-based learning or problem-based teaching, we refer to teaching and learning strategies discussed in previous units (PE2).

Problem-based learning typically begins with an engaging case or problem that students cannot solve using their existing knowledge. This initial cognitive challenge motivates them to acquire new knowledge through inquiry and research related to the problem¹.

According to Matijević and Topolovčan, problem-based learning, also referred to as discovery learning, starts from the problem itself. Confronting students with a problem and encouraging them to articulate their own perspectives during the problem-solving process fosters creativity and independent thinking. As a didactic strategy, problem-based teaching is structured into several phases (Rosandić, as cited in Matijević and Topolovčan²):

1. noticing a problem, feeling a difficulty, formulating a problem
2. determining the problem in more detail, establishing a connection with facts and knowledge that can facilitate problem solving
3. solving a problem, posing problem questions and hypotheses, analyzing and noticing relationships in the context of the problem, comparing the problem with similar problems that have been solved before, searching for facts to argue for the hypothesis, divergent thinking, creative reaction
4. hypotheses verification, with the found (observed) facts, the learner argues the stated theses and rejects those for which there is no argument: expressing problem solving.

The main advantage of problem-based teaching lies in its potential to develop creative abilities, teamwork skills, and positive personality traits such as persistence, systematic thinking, curiosity, and critical thinking. Its primary limitation is the greater amount of time it requires compared to lecture-based instruction. The terms learning by research and learning by discovery are often used interchangeably with problem-based learning, emphasizing the learner’s active role in collecting data, examining facts, consulting documentation and literature, and constructing knowledge independently.

"The essence here is in the changed epistemological concept of educational activities: instead of the teacher showing, explaining, leading a heuristic conversation that will lead to insight (aha-effect), to knowledge, here the students are placed in front of a certain content, a problem, in front of some text or visual material, in which, with the help of the teacher's guidance (oral or written), they independently discover common features, relations, laws of occurrence, cause-and-effect relationships. In addition to gaining some knowledge, the students will also become familiar with the ways of arriving at this knowledge through such a strategy, and it is very likely that all these activities will contribute to motivating them to further independently study their own environment.“³

Examples of problems or selected cases

Köck and Ott (according to Matijević and Topolovčan⁴) cite the following examples:

1. Case method: all information is known and the task is to discover and solve the problem
2. Case study method: all information is known and the problem needs to be discovered and solved
3. Case problem method: all information is known and the problem is identified and the solution is reached through critical analysis and comparison of known data
4. Incident method: no information is known, but the problem is known and the data is obtained through appropriate questioning directed by the discussion or group leader
5. Project method: the problem is known, but no information is known and the data is obtained through appropriate research.

Within the framework of learning-outcomes-oriented teaching, particular attention must be paid to the design of work assignments as a central element of curriculum planning. Work assignments should not be treated as isolated activities, but as a link between intended learning outcomes, instructional content, and specific student activities. Their functions are multiple: they structure the learning process, enable the application of knowledge in practical contexts, and serve as tools for evaluating achievement. For example, if a learning outcome states that a student will be able to apply scientific research methodology to a specific case, the corresponding assignment should include empirical problem analysis, hypothesis formulation, and the implementation of basic research procedures. Such an approach ensures vertical alignment between individual assignments and course objectives, as well as horizontal integration of content across the program.

At the same time, the implementation of complex teaching strategies increases the need for systematic monitoring of student progress. In this context, e-portfolios are increasingly used as digital tools that allow students to collect, organize, and reflect on their work, achievements, and learning experiences throughout their studies. An e-portfolio is not merely a repository of documents, but a formative and summative assessment instrument that fosters the development of metacognitive skills, self-regulation, and professional identity. For teachers, e-portfolios provide insight into students’ progress in relation to specific learning outcomes and document dimensions of learning that are often not captured by traditional assessment methods such as examinations.

Ultimately, the integration of well-designed work assignments and digital tools such as e-portfolios represents a key step toward a modern, student-centered approach to education that emphasizes the development of authentic competences.

¹ Lonka, Kirsti. Fenomenalno učenje iz Finske. Naklada Ljevak, Zagreb, 2020.

^2,3,4 Matijević, Milan; Topolovčan, Tomislav. Multimedijska didaktika. Zagreb: Školska knjiga, 2017.