Using PBL to Teach for Understanding of Disciplinary Knowledge
Abstract
Research indicates that deep understanding of important disciplinary knowledge is not an automatic outcome of college instruction. The author examines the constructivist views of learning with understanding and implications for using problem-based learning (PBL) in undergraduate education. The development of understanding entails conceptual change in which students use their prior knowledge to make sense of new information. This process is complicated by students' misconceptions about the subject matter and by the difficulty of transferring newly learned ideas to new situations. To promote better understanding with PBL, teachers need strategies that engage students in revising their knowledge and applying disciplinary concepts in multiple contexts.
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