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Learning Theories and Problem-Based Learning

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Book cover Problem-Based Learning in Clinical Education

Part of the book series: Innovation and Change in Professional Education ((ICPE,volume 8))

Abstract

In this chapter, we describe different theoretical perspectives – information processing, social constructivism, and sociocultural perspectives – that underlie and provide a useful lens for exploring learning in problem-based contexts. First, an examination of information processing focuses on the role and structure of prior knowledge, with a special emphasis on how expert knowledge activates certain productive problem-solving strategies that can be adapted for learning general problem-solving strategies. Second, an exploration of social constructivism focuses on the development of knowledge as people engage in institutional, interpersonal, and discursive processes in which learners construct their own knowledge through social interactions. Finally, we explore the relationship between sociocultural theory and problem-based learning to understand how cultural tools are used and transformed in specific contexts to facilitate co-construction of knowledge for future independent problem solving.

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Author information

Authors and Affiliations

  1. Department of Educational Psychology, Rutgers University, New Brunswick, NJ, USA

    Cindy E. Hmelo-Silver

  2. Rutgers University, New Brunswick, NJ, USA

    Catherine Eberbach

Authors
  1. Cindy E. Hmelo-Silver
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  2. Catherine Eberbach
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Editor information

Editors and Affiliations

  1. The University of Hong Kong, Hospital Road Sai Ying Pun 34, Hong Kong, Hong Kong SAR

    Susan Bridges

  2. The University of Hong Kong, Hospital Road Sai Ying Pun 34, Hong Kong, Hong Kong SAR

    Colman McGrath

  3. The University of Hong Kong, Hospital Road Sai Ying Pun 34, Hong Kong, Hong Kong SAR

    Tara L. Whitehill

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Hmelo-Silver, C.E., Eberbach, C. (2012). Learning Theories and Problem-Based Learning. In: Bridges, S., McGrath, C., Whitehill, T. (eds) Problem-Based Learning in Clinical Education. Innovation and Change in Professional Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2515-7_1

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