How Teachers View Problems Shapes What Students Actually Learn
A Swedish university study reveals that instructors teaching problem-based learning hold vastly different views on what problems are actually for—some see them as tools to hit specific learning targets, others as transformative experiences. This variation in teacher mindset directly influences student outcomes, suggesting that training educators on problem design could significantly improve workforce readiness.
Originaltitel: The role of the "problem" in problem-based learning: PBL tutors' conceptions
<p>This study investigates the diverse ways problem-based learning (PBL) tutors at Link & ouml;ping University in Sweden conceptualise the role of the "problem" in PBL. Although PBL is widely implemented to develop students' problem-solving skills, limited research has examined tutors' underlying conceptions of the role of the problem that shape their practices. Using phenomenography as the research method, qualitative interview data were analysed to identify variation in tutors' awareness of the problem's role in the instruction. The analysis revealed four hierarchically inclusive categories, ranging from viewing problems as tools to achieve specific learning outcomes to seeing them as personalised pathways for transformative student learning. These findings provide conceptual knowledge about variation in tutors' understanding, offering insights for academic developers aiming to support higher education teachers in enhancing their approaches to teaching problem-solving.</p>