A processual view on the use of problem-based learning in high school physiology teaching

In problem-based learning (PBL), the steps and processes present in the PBL tutorial cycle are essential for constructive, self-directed, collaborative, and contextual student learning. This article presents a procedural study of a PBL tutorial cycle with high school students new to the method regarding human respiration and circulation physiology. We observed group dynamics and the learning process that occurred throughout the PBL tutorial cycle. The results indicate that conceptual changes were close to the planned learning objectives and that students enjoyed studying applying PBL. Moreover, a positive correlation was observed between group dynamics, self-directed learning and learning outcomes. Our results provide grounds for restructuring the tutorial cycle, especially important for novice PBL students, such as problem reformulation and the development and diversification of applied learning scaffolds. We conclude that the qualitative analysis performed herein can yield a deeper understanding of the PBL tutorial cycle and may be used to foster PBL implementation in institutions with little experience with the method and monitor its outcomes in organizations with mature PBL use.

Principles of problem-based learning for training and professional practice in ecotoxicology

Problem-based learning (PBL) is a protagonist of constructivism widely used successfully in higher education. PBL is a learner-centered instructional and curricular approach that can use real problems for the development of the teaching and learning process. On the other hand, the complexity of knowledge of Ecotoxicology, as well as the importance of this field for Environmental Health and society demand reflections and proposals for the training of professionals who work in this field. Therefore, in accordance with the principles of PBL, this strategy can effectively contribute to the training and professional practice of ecotoxicologists. We report herein the importance of the principles of PBL for the training of ecotoxicologists, including the discussion of a case study using fish biomarkers for the development of this teaching strategy. Teaching ecotoxicology through PBL principles allowed students to develop several advantages for Ecotoxicology training through the discussion of an authentic, real life problem that engaged them in its discussion, functioning as a stimulus for learning. The students were able to develop laboratory skills, group work competences, understand basic concepts and fundamentals of Ecotoxicology and become empowered regarding skills and competences for future practice.