It fosters creativity and innovation from "summary" of The Power of Problem-based Learning by Barbara J. Duch,Susan E. Groh,Deborah E. Allen
The process of problem-based learning is rooted in the idea of presenting learners with real-world issues or challenges that require critical thinking, collaboration, and creativity to solve. By engaging with complex problems, students are encouraged to think outside the box, explore multiple perspectives, and come up with innovative solutions. This approach not only enhances their problem-solving skills but also nurtures their creativity and ability to think creatively. When students are faced with a problem that does not have a clear-cut answer, they are forced to think creatively and come up with unique solutions. This encourages them to look at problems from different angles, consider various options, and think outside the conventional boundaries. By fostering this type of creative thinking, problem-based learning helps students develop their ability to innovate and come up with new ideas. Moreover, problem-based learning encourages collaboration and teamwork, which further enhances creativity and innovation. Working together with peers allows students to bounce ideas off each other, build on each other's strengths, and come up with solutions that are more creative and effective than what they could have achieved on their own. This collaborative approach not only enhances the learning experience but also fosters a culture of innovation and creativity within the classroom. By engaging with real-world problems, students are able to see the direct impact of their solutions, which can further motivate them to think creatively and come up with innovative ideas. This sense of purpose and relevance can inspire students to push the boundaries of their thinking and come up with solutions that are truly original and groundbreaking. In this way, problem-based learning not only fosters creativity and innovation but also empowers students to become more proactive and engaged learners.
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