Zeitschrift für Hochschuldidaktik Nr. 1/1997
Problem-based Learning: Theory, Practice and Research
Jos H.C. Moust (Maastricht, The Netherlands)
Problem-based Education: A New Instructional Approach for Law Schools: The Case of the Maastricht Faculty of Law
Summary
Drastic changes in the professional world of lawyers demands rethinking of the way prospective lawyers should be educated and trained for tomorrow. In this article the problem-based approach of teaching and learning will be described used at the law school of the Maastricht University. After discussing the fundamental components of this approach: thematic interdisciplinary education and problem-based learning, the educational and cognitive psychological backgrounds of this approach will be highlighted. Subsequently, these recent thoughts about learning and instruction are connected with the the process of problem-based education. Finally, some empirical evidence will be presented which seems be supportive to the idea that constructive, contextualized and collaborative teaching-learning methods in higher education could be worthwhile to meet educational and professional challenges in the future.
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