Complete thesis - Murdoch University

for the beginning practitioner in the undergraduate curriculum. It has since gained in popularityacross diverse disciplines where ‘meaningful’ learning requires students to deal withcomplex, ill-structured problems. The framework for theoretical assumptions about learningin PBL are drawn from several theoretical traditions: pragmatism (Dewey, 1916), cognitivepsychology (Piaget, 1968) and, most recently, social constructivism (Vygotsky, 1978). PBLinvolves teaching both a method of approaching and an attitude towards problem-solving. Itis an approach that is characterised by its flexibility and diversity since it can be implementedin a variety of ways in different subjects and disciplines (Savin-Baden, 2000).The starting point for learning in PBL is a ‘real life’ problems that the learner wishes to solve.Construction of knowledge and skills is through a staged sequence of problems presented incontext, together with associated learning materials and support from facilitators. PBLtherefore starts with the problem rather than the explicit learning of disciplinary knowledge– it creates a point at which new learning or critical thinking can be applied and reapplieduntil understanding is achieved. PBL is also designed to integrate the subject knowledgestudents require in order to solve a particular problem and therefore study issues at a deeprather than surface level (Entwistle and Ramsden, 1983). In this environment, the teacherbecomes a facilitator for learners who are actively involved in the learning process.Other characteristics of a PBL environment include (Boud, 1985; de Graaff and Kolmos,2003)• the problem space, domain and context have to be analysed, and problem definitionand requirements need to be defined• the learning/design process is iterative, and a structured process is necessary in orderto deliver in due time• learning is collaborative with a focus on communication and interpersonal skills. AsPBL tends to take place in small groups, students have to work cooperatively to achievetheir collective learning outcomes, with their level of independence measured by theirability to work with others. Consequently, communication skills, collaborative skillsand reflective/self-evaluation skills can also be developed• theory and practice are inextricably intertwined, with a focus on the process of knowledgeacquisition (rather than on the products of such processes)• students are self-directed – they are required to take responsibility for their own learning,with a leaning towards self- and peer-assessment.As with any instructional model, there are many strategies for implementing PBL. One163