Understanding Problem-based Learning

action active analysis based learning basis Boud challenge concept context cooperation create critical critical discourse analysis curricula day care centre described dialogue early childhood education emphasises experience expertise facilitating feedback Finnish goal-means repertoire goals group dynamics group processes Helsinki higher education ideas important individual integrated interaction Järvinen Jyväskylä Karila knowing knowledge and competencies knowledge construction learners learning environment learning process liminal space Linköping Linköpings Universitet ment mentors module Nonaka Nummenmaa observation one’s oppiminen organisation participants PBL curriculum PBL tutors pedagogical perspective phase physiotherapists Pirkanmaa planning Poikela Polytechnic practice ProBell problem solving problem-based learning produced professional development programme reflection role Savin-Baden shared Silén situation skills social starting point tacit knowledge talk Tampere University Press teachers teaching theoretical theory thinking tion tutorial discussion understanding University of Lapland University of Tampere Vleuten Wolfhagen yliopistopaino