Editing Problem-based learning (section)

==Constructivism==
Problem-based learning addresses the need to promote lifelong learning through the process of inquiry and [[constructivist learning]].<ref name="Schmidt_2011" /> PBL is considered a constructivist approach to instruction because it emphasizes collaborative and [[self-directed learning]] while being supported by tutor facilitation.<ref name="Schmidt_2007">{{cite journal |doi=10.1080/00461520701263350 |title=Problem-Based LearningisCompatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006) |year=2007 |last1=Schmidt |first1=Henk G. |last2=Loyens |first2=Sofie M. M. |last3=Van Gog |first3=Tamara |last4=Paas |first4=Fred |journal=Educational Psychologist |volume=42 |issue=2 |pages=91–7|s2cid=11864555 }}</ref> Yew and Schmidt,<ref>{{cite journal |doi=10.1007/s11251-011-9181-6 |title=What students learn in problem-based learning: A process analysis |year=2011 |last1=Yew |first1=Elaine H. J. |last2=Schmidt |first2=Henk G. |journal=Instructional Science |volume=40 |issue=2 |pages=371–95|hdl=1765/25513 |s2cid=49580575 |hdl-access=free }}</ref> Schmidt, and Hung elaborate on the cognitive constructivist process of PBL:<ref name="Schmidt_2011" /><ref name="Hung2011" />
# Learners are presented with a problem and through discussion within their group, activate their prior knowledge.
# Within their group, they develop possible theories or hypotheses to explain the problem. Together they identify learning issues to be researched. They construct a shared primary model to explain the problem at hand. Facilitators provide [[Instructional scaffolding|scaffolding]], which is a framework on which students can construct knowledge relating to the problem.
# After the initial teamwork, students work independently in self-directed study to research the identified issues.
# The students re-group to discuss their findings and refine their initial explanations based on what they learned.

[[File:PBL group at Gadjah Mada University.jpg|thumb|A PBL group at [[Gadjah Mada University]]]] PBL follows a constructivist perspective in learning as the role of the instructor is to guide and challenge the learning process rather than strictly providing knowledge.<ref name="HmeloSilver_2006">{{cite journal |doi=10.7771/1541-5015.1004 |title=Goals and Strategies of a Problem-based Learning Facilitator |year=2006 |last1=Hmelo-Silver |first1=Cindy E. |last2=Barrows |first2=Howard S. |journal=Interdisciplinary Journal of Problem-Based Learning |volume=1|doi-access=free }}</ref><ref>{{cite journal |doi=10.1111/j.1365-2929.2005.02205.x |title=Problem-based learning: Future challenges for educational practice and research |year=2005 |last1=Dolmans |first1=Diana H J M |last2=De Grave |first2=Willem |last3=Wolfhagen |first3=Ineke H A P |last4=Van Der Vleuten |first4=Cees P M |journal=Medical Education |volume=39 |issue=7 |pages=732–41 |pmid=15960794|s2cid=40227753 }}</ref> From this perspective, feedback and reflection on the learning process and group dynamics are essential components of PBL. Students are considered to be active agents who engage in social knowledge construction. PBL assists in processes of creating meaning and building personal interpretations of the world based on experiences and interactions.<ref>{{cite book |last1=Hmelo |first1=C.E. |last2=Evensen |first2=D.H. |year=2000 |chapter=Problem-based learning: Gaining insights on learning interactions through multiple methods of inquiry |editor1-first=Dorothy H. |editor1-last=Evensen |editor2-first=Cindy E. |editor2-last=Hmelo |editor3-first=Cindy E. |editor3-last=Hmelo-Silver |title=Problem-Based Learning: A Research perspective on learning interactions |pages=1–18 |isbn=978-0-8058-2644-9}}</ref> PBL assists to guide the student from theory to practice during their journey through solving the problem.<ref>{{cite journal |doi=10.1080/87567550009595813 |title=Preparing Problem Solvers for the 21st Century through Problem-Based Learning |year=2000 |last1=Edens |first1=Kellah M. |journal=College Teaching |volume=48 |issue=2 |pages=55–60 |jstor=27558988|s2cid=143531903 }}</ref>