saturs - rpiva

is the nature of a problem”, “what were my plans, aims”, “what was I doing”, “what
happened” The problem becomes clearer after observation and analysis.
A problem is discrepancy between what is expected and what really is, between
intention and action or between action and result. This stimulates a learner to analyse the field
of practice, to try to achieve deeper and more objective perception of events, to search ideas
that help to act and push forward. “Problem solution is a challenge, intellectual problem that a
person faces when s/he does not know how to explain a certain concept, fact or process or
when s/he cannot achieve his/her aim with a known method” (Gedvilienė, Oldroyd,
Teresevičienė, 2004, 91).
Problem-based learning
Problem-based learning is oriented towards a learner and learning process that
ensures active interaction between a teacher and a learner (Gedvilienė, Oldroyd,
Teresevičienė, 2004). Figure 2 illustrates the stages of cyclic process (see Figure 2).
Figure 2. Reflective practice: an experiential learning cycle (Osterman, Kottkamp, 2004)
Problem
identification
Active
experimentation
Problematic
experience
Observation
and analysis
Making
decision
Various problems occur in practice every day. It only seems that one or another place
in practice is rather quiet. And that is only until a student starts learning in a practice and gets
involved into it. Personal questions that arise during problem-based practice stimulate the
process of learning and involve a learner into it. It is not easy to identify a problem clearly. A
discussion between a learner and a practice supervisor helps to identify problems that occur at
the practice place. A discussion helps to find the ways to solve a problem. What has once
seemed impossible to cope with now becomes clear, controllable and possible to solve.
Problems at practice can also occur because of a learner’s inexperience. Timely help
from a practice supervisor is important for a learner. Sometimes problems are created by
learners themselves as they are not willing to get involved into the learning process.
Students differ. Some of them are very enthusiastic, optimists, while others are
indifferent and pessimists. Sometimes students can’t see problems in themselves that disturb
their learning process. If a learner cannot find a solution to the situation, s/he creates “a
protective mechanism” and tries not to see the problem. A practice supervisor analyses the
situation at the practice place and can see discrepancies between what s/he would like a
student to do and how a student sees the entire situation. In such case microclimate at the
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