Jump to ContentJump to Main Navigation
Lessons from Problem-based Learning$
Users without a subscription are not able to see the full content.

Henk van Berkel, Albert Scherpbier, Harry Hillen, and Cees van der Vleuten

Print publication date: 2010

Print ISBN-13: 9780199583447

Published to Oxford Scholarship Online: September 2010

DOI: 10.1093/acprof:oso/9780199583447.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in OSO for personal use (for details see www.oxfordscholarship.com/page/privacy-policy).date: 23 September 2018

Designing problems

Designing problems

Chapter:
(p.31) Chapter 5 Designing problems
Source:
Lessons from Problem-based Learning
Author(s):

Henk Schmidt

Jos Moust

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199583447.003.0005

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

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .