Chapter

Designing problems

Henk Schmidt and Jos Moust

in Lessons from Problem-based Learning

Published in print August 2010 | ISBN: 9780199583447
Published online September 2010 | e-ISBN: 9780191594519 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199583447.003.0005
Designing problems

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This chapter reports on the development of a taxonomy of didactic problems used in problem-based learning (PBL) curricula. It distinguishes four categories of knowledge acquired by students in the course of their PBL training: explanatory, descriptive, procedural, and normative knowledge. In response to the need for students to acquire these kinds of knowledge relevant to their discipline, and because problems are the main instruments through which the learning process is directed in PBL curricula, teachers develop any of four types of problems: explanation problems, fact-finding problems, strategy problems, and moral dilemma resolution problems. The purpose of the taxonomy is to describe sufficiently and exhaustively the variety of problems found in PBL curricula. Thus, each of these kinds of problems matches one type of knowledge. A taxonomy such as this may help teachers to design appropriate problems for PBL, and it may guide students in their choice of learning strategy.

Keywords: PBL; Maastricht University; medical education; problem-based learning; didactic problems; PBL curricula

Chapter.  8043 words.  Illustrated.

Subjects: Public Health and Epidemiology

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