Problem-based learning pedagogies: psychological processes and enhancement of intelligences

Abstract

Education in this 21st century is concerned with developing intelligences. Problem solving in real-world contexts involves multiple ways of knowing and learning. Intelligence in the real world involves not only learning how to do things effectively but also more importantly the ability to deal with novelty and growing our capacity to adapt, select and shape our interactions with the environment. Knowledge in this new millennium is increasingly characterized by the creative integration of information and learning from diverse disciplines. Educators, policy makers and researchers need to be aware of new approaches of dealing with knowledge and information where problems can be used innovatively in pedagogies. Problem-based learning (PBL) is an inquiry-based pedagogy that is best rooted in sound understanding of the psychological processes of problem solving and the development of cognition. Whilst many educators support the need to develop multiple intelligences, few realize that one of the best ways to draw forth these intelligences is to understand the psychology of using real world problem scenarios and engaging inquiry. This paper addresses the state-of-the-art of PBL along three themes. The first is the psychology of cognition, metacognition, and self-regulation in problem-based pedagogies. The second is the idea of making thinking and mind visible through dialogue and inquiry. The third theme is the use of learning environments beyond the boundaries of the classroom to enhance problem-based thinking. Finally, the implications for educational innovation and practices are discussed.

Implementation of Problem-Based Learning with Green Chemistry Vision to Improve Creative Thinking Skill and Students’ Creative Actions

“…This can happen because learners do not have the experience to link it during the learning process/lectures. At present, environmental issues are still an actual problem and a global issue (Tan, 2007). Environmental problems have an essential potential to be raised in chemistry learning.…”

The effect of problem-based learning on nursing students' decision making skills and styles

“…[15,16] In addition to the fact that PBL is collaborative, communicative and cooperative, it also allows students to work in small groups (6 to 8 or 5 to 7 students) with a high level of interaction, peer teaching and group presentations depending on themselves. [17] The environment in PBL develops self-control in students and enables them to see multidimensional events with a deeper perspective. In PBL, there is a clinical reasoning process which develops problem-solving skills including hypothesis generation, questioning, analysis, problem synthesis and decision-making.…”

“Public-based-Learning”: The Place of Publics in Exploring Environmental Controversies for Pedagogical Purposes

“…The controversy case was explored by alternating several seminar activities, some of which belonged to the education frameworks specific to problem-based and situated learning: a real problem whose complexity is progressively revealed by a sequence of testimonies, collaborative team work sessions, tutoring, peer-to-peer feedback, intermediary personal output that allows regular supervisors' feed-back, and so on (Anderson, Reder and Simon 1996, Béchard 2001, Jonassen 1997, Lemaître 2007, Pedretti 1999, Savin-Baden 2000, Tan 2007). These activities were spread over two one-week periods iii and took place in a precise chronology that is outlined in Figure 1.…”