Problem-Based Learning (PBL) is an educational student-centered approach where students work in teams with open-ended problems to identify what they need to learn and develop solutions. By bridging the gap between theory and practice, PBL supports students' development in distinct ways, for instance, encouraging active learning and engagement since instructors are just facilitators, improving teamwork and communication abilities, and enhancing critical thinking and problem-solving skills.

Selecting an appropriate problem for PBL is crucial to ensuring effective learning. The problem shall be aligned with the course given the learning objectives, and the key concepts and knowledge to address. The case shall be relevant, challenging, and engaging to learners, incorporating real-world situations and an appropriate level of complexity. A student-driven PBL allows students to choose a problem to work on. This approach is beneficial since learners appreciate having some control over their learning journey, contributing to commitment, motivation, and ownership of their learning. However, it is important to aid students during the scenario identification to ensure that the chosen problem is meaningful and instructionally coherent.

This paper presents a case study in Engineering Education that explores a guidance strategy to empower students in selecting their problems for a PBL application. In the proposal, students should work in pairs to study an underlined topic in the Numeral Calculus course. The learning material and some introductory exercises were provided. Each peer should select a problem and assess it using a predefined questionnaire. In the assessment, the students should explain the case, indicate the related mathematical challenge to be solved, and detail the positive and negative points of the choice. Students should evaluate if the problem is a relevant and real-world issue, aligned with the learning objectives, adequate to their knowledge level, and stimulating in terms of critical thinking and curiosity. Finally, students should give an overall rating to demonstrate the problem's suitability. In pairs, students should share their cases and evaluations aiming to choose a problem to pursue using PBL collaboratively.

This paper discusses the valuable feedback provided by participants after experiencing the proposed PBL. Regarding the possibility of choosing their problems, students reported feeling actively engaged in their learning process, being able to exercise their autonomy, and being encouraged to work on the problem solution. Learners were motivated to explore the course’s content and seek relevant information. They confirmed having the opportunity to develop critical thinking skills, collaborate with partners, and perceive real-world applications of the studied content. Moreover, participants explained the benefits of having a structure to evaluate their problems at the beginning of the process. The provided outline aided students in organizing their ideas, better comprehending the chosen problem and its adequacy, and facilitating effective team discussions. By reporting our case study of students taking ownership of problem selection in PBL, we aim to contribute to research on active learning and offer practical insights to aid educators in designing valuable strategies to improve student engagement and learning outcomes.

Keywords: PBL, Active Learning, Higher Education.