History
PBL was pioneered in the medical school program at McMaster University in Hamilton, Ontario, Canada in the late 1960s by Howard Barrows and his colleagues. Traditional medical education disenchanted students, who perceived the vast amount of material presented in the first three years of medical school as having little relevance to the practice of medicine and clinically based medicine. The PBL curriculum was developed in order to stimulate the learners, assist the learners in seeing the relevance of learning to future roles, maintain a higher level of motivation towards learning, and to show the learners the importance of responsible, professional attitudes.
Problem-based learning has subsequently been adopted by other medical school programs, adapted for undergraduate instruction, as well as elementary and high school. The use of PBL has expanded from its initial introduction into medical school programs to include education in the areas of other health sciences, math, law, education, economics, business, social studies, and engineering. The use of PBL, like other student-centered pedagogies, has been motivated by recognition of the failures of traditional instruction. and the emergence of deeper understandings of how people learn. Unlike traditional instruction, PBL actively engages the student in constructing knowledge. PBL includes problems that can be solved in many different ways and have more than one solution.
Read more about this topic: Problem-based Learning
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—Georg Wilhelm Friedrich Hegel (1770–1831)