Towards a Taxonomy of Problems Used in Problem-Based Learning Curricula
Abstract
The authors present the results of an attempt to develop a taxonomy of problems used in problem-based learning (PBL) curricula. The proposed taxonomy is based on two assumptions: (a) that, during the course of study, students acquire different kinds, or categories, of knowledge about relevant aspects of their domain of study; and (b) that the different problem types are designed to guide learners toward these different knowledge categories. Based on epistemological analysis, the authors distinguish four kinds of knowledge: explanatory knowledge (theories), descriptive knowledge (facts), procedural knowledge (knowledge of how to do things), and subjective knowledge (personal convictions or attitudes of the learner). These kinds of knowledge are addressed in problem-based curricula, respectively, by four types of problems: explanation problems, fact-finding problems, strategy problems, and moral dilemma resolution problems. The authors maintain that this taxonomy sufficiently and exhaustively describes the apparent diversity of problems found in PBL curricula.
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