LESSON 3:
A Nature of Project-Based and Problem-Based
Approaches
Lesson Objectives:
At the end of this lesson, you will be able to:
1. discuss he salient features of inquiry-based learning and research-based learning and their
application;
2. analyze how technologies for teaching and learning social studies can be maximized in inquiry-based
learning and research-based learning; and
3. state some performance standards from the Curriculum Guide that can employ inquiry-based learning
and research-based learning.
4. discuss the salient features of problem-based learning and project-based learning and their
application to the attainment of learning competencies and learning outcomes;
5. analyze how technologies for teaching and learning can be maximized in problem-based learning and
project-based learning; and
6. share some performance standards from the Curriculum Guide that can employ problem-based
learning and project-based learning.
Nature of Inquiry-Based Learning
Inquiry, in its simplest definition, is a process of asking questions. This has spurred the enumerable
developments that we continue to enjoy in our society today. It continues to usher the study of so many
fields that enable various scientist and experts to provide solutions to emerging issues affecting the
society in general. In the classroom, in particular, the process of inquiry is a basic learning activity that
every teacher is expected to facilitate. The development of the ability to ask among learners is basic in
the age of the Fourth Industrial Revolution. According to the Future of Jobs Report during the World
Economic Forum, the top three of the ten skills needed in this age are complex problem solving, critical
thinking and creativity which all start from the process of asking.
Inquiry-Based learning (IBL) as an approach essentially involves tasks requiring learner’s active
participation in finding answers to curricular questions. The questions can run from very specific simple
questions to more complex questions in relation to the curriculum. Learners are given opportunities to
engage in self-regulated activities as they pursue their investigation. Using this in the social studies
classroom can facilitate the development of skills as it involves activities such as writing questions,
deliberating on ways of finding answers to curricular questions, and presenting outputs as evidence of
inquiry among others. This approach encourages students to work together in accomplishing their task.
The process of inquiry starts from positing a question aligned to a content standard in the K to 12
curriculum for Social Studies. Investigation proceeds using various sources of information and
presentation of outputs of the students using productivity tool. Depending on the required output, the
assessment tool that will be used should be given to the students before the inquiry commences.
When to Use
Chisholm and Godley purport that inquiry-based instruction (IBI) offers an especially appropriate
approach to learning about social studies variation, identity, and power since IBI can provide students
with opportunities to learn about current issues in society through sharing and debating on a personal
experience from multiple perspectives.
Types of Inquiry VIU (2020) presented four types of inquiry that can be used in facilitating classes.
These are:
1. Structured Inquiry – This lets the students follow the lead of the teacher as the entire class engages
in one inquiry together.
2. Controlled Inquiry – The teacher chooses topics and identifies the resources that the students will use
to answer questions.
3. Guided Inquiry – The teacher chooses topics or questions, and students design the product or
solution.
4. Free Inquiry – Students are allowed to choose their own topics without any reference to a prescribed
outcome.
Role of the Teacher
The success of IBL largely depends on the careful planning of the teacher in relation to the curriculum.
The social studies teacher needs to look into the learning competencies that can be satisfied by a simple
inquiry or more complex inquiry. He/she controls and prepares the topic for investigation and guides the
learners by setting the questions to be explored. Learners are allowed to design their own way of
investigation and present their outputs using technology tools that are afforded to them. When
technology is coupled with IBL, a gateway to information is opened and students can have access to
information at anytime and anywhere. It is assumed that the teacher is knowledgeable of the sources of
information and whether the learners have access to these sources.
When designing an IBL, the teacher has to consider the following fields proposed by Avsec and Kocijncic:
1. Prior knowledge and capacity
2. Context – Learners require meaning from experience
3. Content and learning materials
4. Process
5. Strategy of reactions and behavior
6. Course outcomes
Role of Technology
The internet or the World Wide Web offers lots of platforms for mining information. It has become the
most sought out source of information because of the variety of tools that abound. Language is no
longer a barrier in one’s search for information. Depending on the unit of the study in a social studies,
there are many free educational websites that are available for the social studies teachers and learners.
Due to the vastness of sources of information from the WWW, any social studies teacher who is using
IBL has the responsibility to direct learners to websites that provide the proper information. The
technology tools that are made available for the learners, whether online or offline, should support the
object of inquiry which is aligned to the learning competencies in the K to 12 Curriculum.
It should be noted that the use of technology in IBL is just one of the many other sources of information
in the process of inquiry. This does not exclude the other resources, human and non-human, in
gathering information. However, learners are undeniably familiar and probably more adept in exploring
the internet. Guiding them in locating online resources that are relevant in developing their research
and communication skills will let them learn the importance of using educational resources in an explicit
and implicit way.
Problem-Based Learning and Project-Based Learning Nature of
Problem-Based Learning
Problem-based learning is an approach that involves a process of inquiry and solving open-ended
questions that serve as the main problem that the learners will work on. The type of questions posited is
focused on a specific content standard and application to real life issues. It also requires more than one
answer or solution. Learners are engaged in a collaborative task as they work towards the solution to
the problem. This learning activity is done in small groups with each member assigned a certain task to
accomplish. In the process of engaging in PBL, they learn several skills such as problem-solving
communicating, research, among others which are essential in the workplace. The end goal of PBL is to
ensure that the target, the learning competencies, are achieved in the process.
Ali described PBL as a process that is used to identify problems with a scenario to increase knowledge
and understanding. In her article, she proposed the following five principles of PBL that may be
considered by teachers in planning or using the approach:
1. It is a power of independent and self-directed learning.
2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students learn about motivation, teamwork, problem-solving and engagement with the task.
5. Materials such as data, photographs, articles, can be used to solve the problem.
Proposed a six-stage process used in the adoption of the online PBL:
1. Identifying the problem – current issues that do not have just one answer or one definite
solution;
2. Brainstorming – generate ideas; tackle the problem though self-directed questioning; arouse
students’ intrinsic motivation;
3. Collecting and analyzing the information – assigning group members to collect information;
positing what they found and what the learned; collaborative collection of useful information;
4. Synthesizing information – solving the problem through synthesized relevant data;
knowledge building;
5. Co-building knowledge – presentation of the solution to the learning problem/issue; and
6. Refining the outcomes – giving of feedback and suggestions by the instructor to help students
improve; learning from other group’s presentation.
Benefits of Problem-Based Learning
Several studies have revealed positive impacts of PBL on learners as they engage in the process.
Among these are the following:
1. Promotes self-confidence and motivation
2. Reduces student’s nervousness during the learning process
3. Increases student’s responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem-soling skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning
Role of Technology
How is technology integrated in the PBL activity?
As the learners embark on an open-ended question collaboratively, there are a number of free
online tools that they can use from the commencement of the task to its completion especially that
some of the group tasks will be done outside the regular class hours. These online tools will be allow the
learners to be actively connected and engaged in the group task while monitoring their own
contributions. The teacher acting as facilitator may also have the opportunity to peep into the activities
of each learner thereby enabling him/her to give feedback at any stage of the PBL activity. Bower,
Hedberg and Kuswara stress that technology is simply the mediator for collaboration and representation
and that is the type of task and thinking processes in which students engage that determine the quality
of learning. The WWW has opportunities for PBL that can be utilized by the learners to accomplish their
tasks. Web 2.0 technologies are characterized by collaboration, sharing and networking. These may
facilitate and enhance PBL activities in its different stages. In the study of Kung, it was found that
advanced learners had positive perception about the use of Web 2.0 technology in writing instruction.
Productivity tools such as those for writing, presentations, spreadsheets, calendars, organizers, citations
and others are also available to assist learners and teachers in accomplishing requires tasks and outputs
from a PBL activity. There are free tools that can be downloaded for mobile phones, laptops, or
desktops. Before using or recommending these tools to learners, it is important that teachers take note
or try out the tools first to be familiar with the most appropriate tool for the PBL activity. When using
PBL, the learning competencies must be the primary consideration together with the content and
performance standards before the technology integration. As soon as these are in place, the statement
of learning outcomes in the learning plan must be stated in behavioral and measurable terms. PBL is
about developing higher order thinking skills; therefore, the taxonomy of objectives should be utilized to
ensure that you are targeting the required outcomes. Consider using the revised Bloom’s taxonomy by
Anderson and Krathwohl in creating your learning outcomes. Nature of Project-Based Learning/Project-
Based Approach Project-based learning is an approach but has evolved as a teaching method that
engages learners in a series of planned tasks resulting to the generation of solutions to real-world
problems. It is a student-centered approach as it takes into account the real of experiences and interest
of students. This method is based on John Dewey’s principle of learning by doing and Vygotsky’s
constructivist theory of learning that advocates social construction of knowledge. PBL/PBA is a
collaborative learning activity where learners work on an authentic task guided by an open-ended
question. Each member has an assigned role that will contribute to the solution of the problem that was
identified. This problem refers real issues in their community or the world at large. Past and more recent
researches have proven PBL to be beneficial in the development of various skills such as:
1. Research methodology skills. Using students feedback questionnaire given to 99 students, it
was revealed that students’ knowledge of the topic taken, searching review or the topic, communication
skills, data collection skills, and analytical and presentation skills were enhanced. The teachers also
perceived that PBL could cause 100% enhancement of knowledge on the various components of
research methodology, update of the knowledge on a particular topic, and increase in interaction with
students.
2. Oral communicative competence. The researchers investigated the effectiveness of using PBL
activities in the improvement of oral communicative competencies of 44 Malaysian learners. The study
revealed a significant improvement in the learners after a 12 – week interventions lesson using PBL as
strategy. They also concluded that PBL as a teaching strategy is effective and is recommended as
suitable Social Studies teaching strategy specially for learners with low proficiency.
3. Development of life skills. The study employed mix-method to examine the development of
life skills through PBL. Their findings revealed that after taking the PBL course, there was a significant
difference in the mean scores for the following life skills: responsibility, problem solving, self-direction,
communication, and creativity skills. It was concluded that PBL indeed promotes further development
of life skills.
Summary of the Lesson:
Inquiry-Based learning (IBL) as an approach essentially involves tasks requiring learner’s active
participation in finding answers to curricular questions. The questions can run from very specific simple
questions to more complex questions in relation to the curriculum. Problem-based learning is an
approach that involves a process of inquiry and solving open-ended questions that serve as the main
problem that the learners will work on. The type of questions posited is focused on a specific content
standard and application to real life issues.
