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What are Problem-based Pedagogies?

Savin-Baden, Maggi (2020) What are Problem-based Pedagogies? Journal of Problem-based Learning. ISSN Print: 2288-8675 Online: 2508-9145

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Abstract

Since its inception in the 1980s, problem-based learning (PBL) has developed in diverse ways Concept analysis worldwide, yet there has been relatively little mapping of its theories, practice, or disciplinary differences. This has led to confusion within the academic community about which constellation to adopt, or what would be the best fit for a given curriculum. The argument of this paper is that many PBL curricula focus on ‘tracing’ and ‘tracing over’ other forms of PBL, yet what is needed is a shift toward imaginative curricula. It will explore where PBL curricula are we now, what is getting in the way, how and PBL pedagogies might be re- delineated.

Item Type: Article
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© 2020 International Society
for Problem-Based Learning.

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/
by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Uncontrolled Keywords: pedagogies, quality, curriculum, assemblages, flexible pedagogies
Subjects: L Education > LB Theory and practice of education
Divisions: College of Arts, Humanities and Education > School of Education
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Copyright Info: Open access article
Depositing User: Maggi Savin-Baden
Date Deposited: 26 Jan 2019 10:19
Last Modified: 24 Apr 2020 12:37
URI: https://eprints.worc.ac.uk/id/eprint/7525

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