Scaffolding in problem-based learning

Abstract

Till date, there have been different opinions about how resources or scaffolds should be used in a problem-based learning (PBL) curriculum. Some suggest that PBL is less effective and efficient compared to instructional approaches that place a strong emphasis on guidance of the student learning process. Conversely, there are advocates who do believe that PBL does provide an adequate level of scaffolding to facilitate meaningful learning. Scaffolding refers to the provision of ample support to promote learning. According to Saye and Brush (Educational Technology Research and Development 50(3):77-96, 2002), scaffolding can be generally classified into two groups, hard and soft scaffolds. In general, soft scaffolds refer to the teacher's actions in response to the learner's efforts when there is a specific need. Examples of such scaffolds in a PBL environment setting would be the facilitator, as well as the formation of small collaborative problem-solving teams. In contrast, hard scaffolds are defined as static supports that are developed based on learner difficulties prior to an assigned task (e.g. solving a problem statement). Worksheets, internet resources and textbooks are instances of such supports that fall under this category. The one-day, one-problem approach in Republic Polytechnic utilizes a combination of various scaffolds varying from hard to soft, in order to promote a holistic learning environment for learners. In this chapter, information pertaining to the different scaffolds currently employed in this process will be shared in greater detail. This chapter also aims to allow readers to gain insights into previous studies related to scaffolds in PBL.