Zeitschrift für Hochschuldidaktik Nr. 1/1997:
Problem-based Learning: Theory, Practice and Research
Artikel in Englisch
Esa Poikela | Sari Poikela (Tampere, Finnland)
Conceptions of Learning and Knowledge
Impacts on the Implementation of Problem-based Learning
Zusammenfassung
Problem-based learning (PBL) is regarded as an answer to the needs and demands of the competencies of the postmodernist information society. PBL has been implemented in many ways around the world and many kinds of different models are presented. The most well-known models are developed in the education of medical sciences in Canada and the Netherlands. These models emphasize the meaning of intelligence and knowledge construction in learning. The models used in Australia and Sweden stress more the experiential nature of learning. The theoretical background of these models is seldom analyzed. Different kinds of models can emphasize different kinds of aspects in the learning process. PBL-models are usually connected to either experiential or cognitive ideas about learning but also the effects of behaviorism and humanism can be found. Cognitivism underlines the idea of rational problem solving and the learning process is understood mainly as constructing knowledge. Experientialism emphasizes the meaning of experience influenced also by non-cognitive processes and the reflection of experiences is the key point in the learning process.
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