Abstract
The present study is part of acomprehensive research project with the generalaims of comparing how problem-based learning isrealised in three different professionaleducational programmes. The specific aims ofthis study are to describe and analyse howstudents in the three different programmesconceive of the meaning of problem-basedlearning and how they experience their studieswithin a problem-based learning programme. ThePBL programmes are a Bachelor's programme inPhysiotherapy, a Master's programme inPsychology, and a Master's programme inComputer Engineering. Data were analysedqualitatively. The results reveal differencesin how the students in the three programmesconceive of their autonomy as learners,co-operation with their counterparts and theauthenticity of the learning task. The findingspossibly also reflect the taken-for-grantedperspectives of knowledge, embedded in thecultures of the professional practices and thescientific disciplines to which the programmespertain.
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Dahlgren, M.A., Dahlgren, L. Portraits of PBL: students' experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology. Instructional Science 30, 111–127 (2002). https://doi.org/10.1023/A:1014819418051
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DOI: https://doi.org/10.1023/A:1014819418051