Abstract
In problem-based learning (PBL), small groups of students are presented with a problem before they receive any other curriculum input on that topic.1,2 Although PBL is a popular educational method in the health professions and other domains, its effectiveness has been heavily debated. An important point of debate is whether or not it is effective to let students engage in problem-solving activities at the start of the learning process with limited prior knowledge.3 According to cognitive load theory (CLT), novice learners always require explicit instruction that explains all the targeted concepts and procedures without a need for learners to infer anything on their own.4 Only after learners have obtained task-specific knowledge, this explicit guidance can be removed in further instructional phases. Alternatively, from a PBL-perspective, learners’ engagement with problems, such as generating explanations, will facilitate further learning instruction, because these activities will activate their prior knowledge and trigger their interest.
Recommended Citation
Wijnia, Lisette
(2016)
"The Problem With Problems in Problem-Based Learning: Difference Between Problem Explaining Versus Problem Solving,"
Health Professions Education: Vol. 2:
Iss.
2, Article 1.
DOI: 10.1016/j.hpe.2016.09.004
Available at:
https://hpe.researchcommons.org/journal/vol2/iss2/1
