Edited by John Ishiyama, William J. Miller and Eszter Simon
Chapter 31: Best practices in Problem-Based Learning
Problem-Based Learning (PBL) emphasizes the interactive and comprehensive nature of learning. As a pedagogical approach, PBL was first developed in medical studies in the late 1960s (Albanese and Mitchell 1993, p. 52). In contrast to traditional lecture-based methods of instruction, PBL follows the underlying constructivist rationale that knowledge is context dependent and should be constructed; instead of ‘just’ transferring knowledge passively from professor to student in a lecture, students in a PBL setting are actively involved in constructing knowledge (for an overview of active learning techniques, see Ishiyama 2012).
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