Problem-Based Learning Vs. SAMR Model (Substitution, Augmentation, Modification, Redefinition)
Problem-Based Learning Model
Description
PBL was created at McMaster University medical school in the late 1960s and Dr. Howard S. Barrows is considered a pioneer of PBL. Brush & Saye (2019) successfully explained PBL and supported their explanations with evidence from real-life studies (Brush & Saye, 2019). Problem-based learning (PBL) is a model that leads educators in guiding students as they solve problems based on real-life scenarios and situations. PBL was first created in 1974 by John Dewy, but Howard Barrows coined the term PBL. PBL has been proven to work very well when implemented into K-12 settings. For example, Wirkala and Kuhn (2011) studied the effectiveness of PBL in middle school social studies classrooms. They found that students interacted more in PBL-based classrooms than lecture-based classrooms (Brush & Saye, 2019). Most of the time, PBL starts with a question or problem for each unit, so that the students have an overall goal to achieve. For example, Hjalmarson & Diefes-Dux studied a middle school mathematics class because the teacher used PBL to create tools to guide students in more effectively showing their solutions to math problems (Brush & Saye, 2019).
Strengths
Brush & Saye (2019) gave supporting examples from studies to explain the benefits and strengths of PBL (Brush & Saye, 2019). PBL has many strengths because the purpose is meant to encourage students to interact through thought out units. PBL engages students because they often work together on solving problems and the problems are challenging. Educators are there to help guide students during the problem-solving process (Brush & Saye, 2019). Many meta-analyses show that PBL helps students engage and challenge themselves more than traditional learning models. Academically, students have shown a higher level of achievement. For example, Glazewski and colleagues (2016) studied PBL in middle school science classrooms. The students were studying genetics and they recalled genetics and other science content at a higher level than students in other classroom models (Brush & Saye, 2019). Another benefit is that PBL includes technology as a primary source, so diversity and differentiation become key components of PBL (Brush & Saye, 2019).
Savin-Baden actively described the ways problem-based learning can be implemented into the curriculum and classroom. He did this by recounting his experiences with traveling to spread PBL awareness and training around the world. For example, he described his experience with teaching educator PBL workshops. Many educators had some prior knowledge and learned enough to apply it to their own curriculums and classrooms (Savin-Baden, 2003).
Weaknesses
Not only did Brush & Saye (2019) provide the benefits of PBL, but they also provided the weaknesses with examples. PBL has some weaknesses, mostly due to the need for PBL to grow across more subjects and grade levels. PBL studies have mostly been conducted in social studies and STEM subject classes, so it is difficult to find supporting evidence for how PBL can benefit English and literature classes. Most studies in English and literature have shown how project-based learning increases achievement for students (Brush & Saye, 2019). Additionally, an example of PBL professional development for teachers was geared towards and created solely for middle and high school STEM teachers, which was discussed by Ertmer, et al. (Brush & Saye, 2019). Also, PBL studies have been completed for middle and high schools, but the studies lack elementary school data. Also, many teacher programs do not prepare teachers to teach PBL, yet, so it is up to the teacher to learn PBL through professional development, if it is offered by the school they teach at now or in the future. In other words, resources for teaching PBL to pre-service or service teachers are low still (Brush & Saye, 2019).
Savin-Baden mentioned that a weakness of PBL is that educators cannot agree on if PBL should be the leader of the curriculum or if it should just be part of the curriculum (Savin-Baden, 2003). Savin-Baden conducted a study of teaching students in a nursing program how to apply PBL. He found a conflict in pedagogies, because of the vast variety of leadership titles, such as nurses, midwives, lecturers, etc. (Savin-Baden, 2003).
SAMR Model (Substitution, Augmentation, Modification, Redefinition)
Description
The SAMR Model stands for substitution, augmentation, modification, and redefinition. It was developed by Dr. Ruben Puentedura in the early 2000s as a framework for understanding technology. Setiyawati et al. (2023) aimed to convince the reader that SAMR increases the critical thinking ability of students. Their study was specific and focused on 54 high school students from 3 various schools, taking online technology courses, through a random choosing method. They analyzed the students’ level of critical thinking at the beginning of the semester through a questionnaire and at the end of the semester through a questionnaire. The results showed that their critical thinking skills increased (Setiyawati et al. 2023). There is a lack of research behind the SAMR model, but all research supports that technology is a main use in the SAMR model.
Strengths
Setiyawati et al. (2023) study concluded that SAMR does increase critical thinking skills. Also, in order for the SAMR model to be successful, the teacher must create a student-centered learning environment (Setiyawati et al. 2023). For example, Hamilton et al. (2016) provided an example where a first grade class was given a text to read, but instead of the teacher reading it aloud, students used their own technology devices to listen and read the reading. Then, they took time to discuss the reading with students in the classroom (Hamilton et al. 2016). Therefore, technology use is a plus in the SAMR classroom.
Weaknesses
The SAMR model does have some weaknesses. For example, the SAMR requires technology, but some schools will not be able to have the resources to purchase needed online applications and technology devices (Setiyawati et al. 2023). SAMR has shown success in classrooms, but there is not a lot of written work to help support this (Hamilton et al. 2016). Therefore, the literature does not fully pinpoint the weaknesses.
Comparisons and Contrasts
Theoretical Foundations
PBL stemmed from the following theoretical foundations: constructivism, situated learning, cognitive apprenticeship, social learning theory, and inquiry-based learning (Brush & Saye, 2019). SAMR stemmed from technological determinism, cognitive theory, constructivism, Bloom’s taxonomy, and TPACK framework (Setiyawati et al. 2023).
Levels of Integration
PBL does not have set levels of integration because it really depends on the school’s educational goals, student needs, etc. For example, a school may use a hybrid model because they have both students who are online and students in person (Savin-Baden, 2003). The levels of the SAMR model are straight forward because they are substitution, augmentation, modification, and redefinition (Setiyawati et al. 2023).
Teacher Roles and Responsibilities
PBL and SAMR are more similar than different when it comes to teacher roles and responsibilities. For example, one main commonality is that K-12 school leaders, including teachers and admin, need to advocate for the addition of either model and for professional development funding for either model. The teacher’s role and responsibility in a SAMR classroom is to provide a student-centered learning environment with technology use, so that students can, in turn, build their critical thinking skills (Setiyawati et al. 2023).
Student Engagement and Learning Outcomes
PBL works best through collaboration with group members when coming up with solutions to problems, so they constantly stayed engaged (Savin-Baden, 2003). But, both PBL and SAMR are student-centered models, rather than teacher-centered models. This gives students more opportunities to explore more resources on their technology and hold discussions with classmates. For example, Hamilton et al. (2016) gave an example where students came up with their own class expectations using technology to help provide ideas. Then, they discussed the expectations together to form a list (Hamilton et al. 2016).
Challenges and Limitations
Getting teachers and leaders on board, meaning convincing them to adopt PBL seems to be the most repeated goal. Providing successful examples can build the trust and understanding of teachers and leaders (Savin-Baden, 2003). Both PBL and SAMR encourage technology use, which is capable for many schools, but there are still schools in the world that will not be able to afford technology. Setiyawati et al. (2023) made a great point that even with technology, students and teachers must rely on stable internet connections (Setiyawati et al. 2023). Looking at the SAMR model, there is a misconception that, in the SAMR model, students tend to interact with technology more than their peers, which can be a disadvantage for collaboration and engagement. This misconception might sway away educators from wishing to adopt the model (Setiyawati et al. 2023). However, Hamilton et al. (2016) counteracts this misconception by providing examples of student engagement in the classroom. Overall, professional development must be provided, and trust must be built before implementing PBL or SAMR in classrooms.
Adaptability to Different Subjects and Grade Levels
PBL is often used in middle and high schools, but the research mostly surrounds STEM and social studies. More studies need to be done in English and literature classes. But PBL often uses technology to be effective (Brush & Saye, 2019). PBL has also been proven to work in higher education settings, but the same issue with most research surrounding social studies and STEM is seen (Savin-Baden, 2003). SAMR is best used in technology courses for K-12 grade levels (Setiyawati et al. 2023). Since the pandemic, many courses require technology use all around the world. Therefore, one may argue that both PBL and SAMR can integrate into a variety of subjects and grade levels. PBL research shows more class environments in person, while SAMR shows more class environments online.
Implications (Conclusion)
The main way to implement PBL or SAMR in classroom settings is by encouraging school leaders, of teacher programs or schools, to advocate for professional development courses. For example, PBL has already been added to many teacher programs, so it is up to the rest to add them, to prepare teachers to teach PBL (Brush & Saye, 2019). Brush and Saye (2019) outlined many strategies to help leaders teach PBL to their teachers, so that they are well-prepared to set up their classroom for PBL. For example, one professional development class can be set up to teach teachers how to use research-based teaching strategies in a PBL classroom (Brush & Saye, 2019).
Both PBL and SAMR are mostly reliant on technology, which keeps students in the classroom engaged and interested, so teachers may be more likely to adopt one of them into their classroom (Setiyawati et al. 2023). SAMR is considered a tool in technological use in the K-12 classroom setting (Hamilton et al. 2016). SAMR can be adopted through professional development class through examples. For example, Hamilton et al. (2016) described a high school science class lesson where students learned about light through an online simulation on their device (Hamilton et al. 2016).
Diverse Classroom Contexts
There are some people who advocate for PBL to be implemented into the entire curriculum, whereas there are others who advocate for it to be implemented into only parts of the curriculum. Either way, one of the main goals of PBL during any activity is to engage and excite students. One example of this is an assignment where students in middle school or high school theater are split up in groups and one of the group members starts off an improv with a given real-life problem. Students then have fun adding to the improv and, eventually, leading towards a resolution. PBL can support realist teaching philosophy because the purpose is to provide students with opportunities to practice solving real-life problems. The teacher can provide diverse examples and activities, so that students practice a variety of possible problems (Savin-Baden, 2003).
As previously mentioned, Savin-Baden described a study where he provided workshops for leaders in a nursing program and there was a conflict in mutual understanding of PBL because of the vast variety of leadership roles, including nurses, midwives, lecturers, etc. Therefore, it is important for the workshops to highlight common goals in programs, but also give PBL strategies that can be more easily applied and understood for specific leadership roles (Savin-Baden, 2003). Technology is necessary in a diverse classroom and both models support technology. Hamilton et al. (2016) provided evidence that over 50% of schools in 2016 use technology to help achieve learning objectives (Hamilton et al. 2016). The pandemic caused a rise in technology since 2016. To conclude, technology is ever-growing in the classrooms all over the world, so it is important that educators adopt models that support technology use and are student-centered, such as PBL or SAMR. This is especially true because students have a variety of needs and schools have a variety of subjects and levels. Therefore, technology is needed, through one of these models, to provide accommodations and tools, learning experiences students would not have otherwise been able to have, a variety of resources, etc.
References
Hamilton, E., Rosenberg, J. & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) Model: a critical review and suggestions for its use. TechTrends: Linking Research & Practice to Improve Learning, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y
Savin-Baden, M. (2003). Facilitating problem-based learning. [electronic resource] : illuminating perspectives. Society for Research into Higher Education.
Setiyawati, S., Basori, B., & Efendi, A. (2023). Substitution, augmentation, modification and redefinition (SAMR) model to improve student’s critical thinking ability. IJIE (Indonesian Journal of Informatics Education), 7(1), 8–17. https://doi.org/10.20961/ijie.v7i1.60356
Thomas Brush, & John W. Saye. (2017). Successfully implementing Problem-Based Learning in Classrooms: Research in K-12 and Teacher Education. Purdue University Press.