What is the primary characteristic of an 'ill-structured' problem in Problem-Based Learning (PBL)?
Understand the Problem
The question asks about the defining feature of an 'ill-structured' problem, particularly within the context of Problem-Based Learning (PBL). It gives four possible descriptions, and we must choose the one that best describes what makes a problem 'ill-structured' in the context of PBL.
Answer
Ill-structured problems in PBL are complex, open-ended, and lack a clear solution.
The primary characteristic of an 'ill-structured' problem in Problem-Based Learning (PBL) is that it is complex, open-ended, and lacks a clear, readily available solution. Students need to make reasoned decisions to defend their solutions.
Answer for screen readers
The primary characteristic of an 'ill-structured' problem in Problem-Based Learning (PBL) is that it is complex, open-ended, and lacks a clear, readily available solution. Students need to make reasoned decisions to defend their solutions.
More Information
Ill-structured problems are central to Problem-Based Learning (PBL) because they mirror real-world challenges, which are often ambiguous and multifaceted. By engaging with these types of problems, students develop critical thinking, problem-solving, and decision-making skills that are essential for success in their future careers and lives.
Tips
A common mistake is to think that all problems used in education are 'ill-structured'. Well-structured problems have a clear path to a single correct solution. It is important to remember that ill-structured problems are open-ended and may have multiple acceptable solutions.
Sources
- 5.2: Characteristics of Problem Based Learning - Social Sci LibreTexts - socialsci.libretexts.org
- Problem-Based Learning (PBL) - citl.illinois.edu
- Problem-based Learning | Foundations of Education - courses.lumenlearning.com
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