Complete thesis - Murdoch University

• problem-based learning best provides an effective environment for future professionalswho need to access knowledge across a range of disciplines (Boud, 1985).More recently, Jonassen (2002) suggests two critical properties of PBL relevant to RE:• its problem solving requires the mental representation of problematic situations – theproblem space (Newell and Simon, 1972) must be constructed, either individually or(of more relevance in RE) socially through negotiation• active manipulation of the problem space is required for PBL problem solving. Thisinvolved information gathering, model building, hypothesis generation, speculation, solutiontesting, among others. This engages conscious activity, and in successful problemsolvers, leads to more systematic manipulation of the problem space. The ‘problematic’nature of the situation enables learners to accommodate when their current experiencecannot be assimilated into the existing mental models they possess.This learning model has been applied to numerous areas of higher education (social work,architecture, law and engineering), although it is best documented with medicine. For REeducation, a PBL environment could provides opportunity for students to value their ownperspectives in the learning process and to argue their interpretations of the problem and itssolutions. However, this requires the teacher to take on the role of facilitator – the teacher’spedagogical stance influences the way PBL is enacted in practice (Savin-Baden, 2000).Mapping the curriculumThe outcome of this initial phase was to confirm the need to build into the curriculum a focuson generic and soft skills as part of the outcomes of the unit, to address both practitioner anddiscipline needs. To maximise effectiveness, these needed to be embedded into the knowledgebase constructed by the student during the unit. This has the advantage of enabling studentsto develop the requisite skills situated within the learning context but, of course, potentiallyrequired extensive adaptation of the existing learning environment.As an educational strategy PBL requires three components to be differentiated (Walton andMathews, 1989):• an integrated curriculum organised around realworld problems rather than disciplinesand with an emphasis on cognitive skills• small groups, tutorial instruction and active learning conditions to facilitate problembasedlearning287