Problem-based learning
In brief, problem based learning can be understood as follows: “In mathematics teaching, the education community often refers to “Problem-Based Learning” (PBL) rather than to IBSE. In fact, mathematics education may easily use a problem-based approach while, in many cases, the use of experiments is more difficult. Problem-Based Learning describes a learning environment where problems drive the learning. That is, learning begins with a problem to be solved, and the problem is posed in such a way that children need to gain new knowledge before they can solve the problem. Rather than seeking a single correct answer, children interpret the problem, rather needed information, identify possible solutions, evaluate options and present conclusions. Inquiry-Based Science Education is a problem-based approach but goes beyond it with the importance given to the experimental approach. “(Rocard et al. 2007)
For a more detailed and in-depth discussion of problem-based learning or problem-solving, please refer to Artigue & Blomhoej (2013).
References
Artigue, M., & Blomhøj, M. (2013). Conceptualising inquiry-based education in mathematics. ZDM – The International Journal on Mathematics Education, 45(6), 797-810.
Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H., & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels.