Origins
While some scholars tend to narrow down the origins of the problem-centered approach to the introduction in medical schools in middle-nineties, the exact starting point of the phenomenon is less specific. However, it most definitely can be tied to the gradually growing phenomenon of globalization and diversification of society. Specifically, Zahabioun, Yousefy, Yarmohammadian, and Keshtiaray (2013) suggested that the emergence of the notion of global citizenship gave rise to the need for learners who are able to operate within rapidly changing conditions and facilitate a life-long learning process.
Such characterization aligns well with the common understanding of problem-centered learning, the goal of which is to equip students with skills allowing for operating within the diverse unfamiliar environment rather than applying ready-made solutions to specific situations (Savery, 2015). There is also a tendency of increased emphasis on problem-solving in the curricula of the countries with developing economies, expanding international presence, and diversifying social background (Tian & Lei, 2014). This relation further strengthens the assumption that problem-oriented design originates in and is primarily driven by globalization and the needs it presents.
Primary Tenets
There is a visible tendency to emphasize several aspects in defining problem-centered design. First, the design of a problem-centered curriculum must promote integrated learning, i.e. all of the problems are presented to the students as recognizable events and dilemmas, which can be readily associated with real-life situations. Second, curricular activities rely heavily on the active participation of learners, i.e. encourage students to control their progress and empower them to adjust the process to their needs (Rico & Ertmer, 2015). It is important to note that these tenets can be traced in other curriculum design trends, most prominently in those associated with learner-centered design.
This is expected since a problem-centered approach is considered a subtype of learner-centered pedagogy (Savery, 2015). Nevertheless, the former is directly related to specific requirements dictated by globalization described above, while the latter has a more broad scope of goals and objectives. Similarly, problem-centered learning is often compared to project-based learning. This is understandable since both approaches teach to deal with real-world problems and promote independent inquiry (Savery, 2015). Minor differences such as acceptance of single-subject approaches and a better specification of steps allow us to categorize it a version of project-based learning (Savery, 2015).
Application
While it is tempting to view problem-solving design as a solution that improves the existing educational environment by adding a range of specifically constructed tasks, the actual application of the trend takes a more conceptual form. In some disciplines, most notably mathematics, understanding of the acquired knowledge is an inherent part of the cognitive processes despite the intuitive suggestion that such discipline is fairly abstract (Pellegrino, 2014). This necessitates a modification of existing design principles that would promote the applicability of acquired competencies rather than proficiency in narrow fields suggested during the education process. In simpler terms, a problem-centered curriculum contextualizes mathematics and helps students to identify a situation and application of the studied issue (Pellegrino, 2014). The same approach can be seen in other disciplines, although with a shift from contextualization to the development of critical thinking skills.
Specifically, many descriptions of curricular reforms cite the problem of receptive rather than the collaborative nature of learning, which is encouraged by existing curricula (Savery, 2015). Thus, the new design principles are often aimed at expanding the scope of student opportunities and broadening their role in the educational process. Finally, an important component of trend application is the diversification of existing disciplinary scope. Such an approach is often referred to as multidisciplinary curriculum (Heimer & Winokur, 2015). The main premise is that the discipline studied in isolation does not integrate effectively with bordering experience, which would otherwise have an amplifying effect. Thus, by diversifying the scope and including ties to other disciplines, it is possible to facilitate a more holistic and inclusive worldview, which, in turn, will allow learners to use the acquired knowledge to the fullest. It is important to note that this third aspect does not demonstrate a direct relation to the problem-centered design trend but is traceable in the majority of literature related to the issue, which allows us to identify it as an important secondary component.
Implications to Learning
According to the common consensus in the literature, the shift towards problem-oriented curriculum design will eventually lead to significant improvement in education (Tian & Lei, 2014; Zahabioun et al., 2013). The chief concern with globalizing and rapidly developing society is the constantly accelerating rate of challenges it poses to its inhabitants. This means that the knowledge which is received via traditional means is either obsolete by the time they can be applied or do not align with new conditions, i.e. inapplicable. The problem-oriented approach allows the learners to adjust the existing skills to any situation rather than saturate them with all possible variations in the hope to cover all possible situations (Zahabioun et al., 2013). A growing body of evidence points to significant improvements in workplace resulting from the introduction of problem-oriented interventions and events (Shin & Kim, 2013). In addition, the analysis identifies an increase in students’ satisfaction with the learning process associated with problem-oriented approach, which, in turn, leads to better involvement.
Strengths and Weaknesses
The trend presents several advantages to the educational process. First, it promotes collaboration and interaction with peers, which is a highly desirable trait in modern society and is valued among employers seeking to promote teamwork in their organizations. Second, it facilitates the concept of life-long learning, ensuring the maintenance of existing knowledge base and a constant update of the competencies. While not directly demanded in the workplace, it significantly increases the chances of the individual to maintain the necessary level of proficiency and adaptability in everyday life.
Third, it aligns well with cultural implications of a globalizing world, expanding the notion of diversity beyond the domain of knowledge. It should be mentioned that the trend poses several challenges to its implementation. Its relative complexity may lead to misinterpretation of core concepts and, by extension, incorrect design solutions (Ikemoto, Steele, & Pane, 2016). Besides, even when implemented correctly, it will likely require sufficiently greater resource allocation than is accepted by traditional curriculum design. This may put additional financial burden on the educational segment. Finally, its flexibility and diversity create a situation where firmly established means of measuring students’ achievement are currently unavailable. As a result, the success strongly depends on learner involvement, which means uneven results.
Summary
The trend of shifting towards problem-oriented curriculum design is both relevant and beneficial for contemporary education. In addition to improving critical thinking capacity and adaptability of learners, it increases students’ satisfaction with the learning process which, in turn, leads to better involvement. Besides, it facilitates a viable response to the demands set forth by the modern world, mainly by allowing the learners to adjust the existing skills to diverse and dynamic environment. Despite having several limitations, it is possible to assert that the net effect of the trend is positive since it facilitates operational, agile, and functional knowledge required by modern world.
References
Heimer, L., & Winokur, J. (2015). Preparing teachers of young children: How an interdisciplinary curriculum approach is understood, supported, and enacted among students and faculty. Journal of Early Childhood Teacher Education, 36(4), 289-308.
Ikemoto, G. S., Steele, J. L., & Pane, J. F. (2016). Poor implementation of learner-centered practices: A cautionary tale. Teachers College Record, 118(13), 13-17.
Pellegrino, J. W. (2014). Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress. Psicología Educativa, 20(2), 65-77.
Rico, R., & Ertmer, P. A. (2015). Examining the role of the instructor in problem-centered instruction. TechTrends, 59(4), 96-103.
Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. In A. Walker, H. Leary, C. Hmelo-Silver, & P. Ertmer (Eds.), Essential readings in problem-based learning (pp. 5-15). West Lafayette, IN: Purdue University Press.
Shin, I. S., & Kim, J. H. (2013). The effect of problem-based learning in nursing education: a meta-analysis. Advances in Health Sciences Education, 18(5), 1103-1120.
Tian, Y. A. N. G., & Lei, D. E. N. G. (2014). Culture-choosing of Chinese universities’ global citizen cultivating curriculum: The challenges of the era of globalization. Higher Education of Social Science, 7(1), 150-157.
Zahabioun, S., Yousefy, A., Yarmohammadian, M. H., & Keshtiaray, N. (2013). Global citizenship education and its implications for curriculum goals at the age of globalization. International Education Studies, 6(1), 195-206.