PBL Tutors' Conceptions of Teaching Problem-Solving: A Phenomenographic Exploration
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| Title: | PBL Tutors' Conceptions of Teaching Problem-Solving: A Phenomenographic Exploration |
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| Language: | English |
| Authors: | Natia Bendeliani, Gunvor Larsson Torstensdotter, Christa Jacenyik-Trawöger, Tibor Bors Borbély-Pecze |
| Source: | Journal of Problem Based Learning in Higher Education. 2025 13(1):153-183. |
| Availability: | Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Problem Based Learning, Tutors, Teaching Methods, Problem Solving, Facilitators (Individuals), College Faculty, Teacher Attitudes, Foreign Countries |
| Geographic Terms: | Sweden |
| ISSN: | 2246-0918 |
| Abstract: | Problem-solving (PS) is taught and practised in many higher education institutions across various disciplines. However, there is a lack of understanding of how to teach PS in a way that aligns with the specific principles and methods associated with its pedagogy. This study aimed to understand how tutors of Problem-Based Learning (PBL), a problem-centered instructional practice, conceptualize teaching problem-solving (CoTPS). Through qualitative interviews followed by phenomenographic analysis, we developed a model of CoTPS, which analyses how PBL tutors conceive problems in instruction, the process of problem-solving, and their role in tutorial groups. The categories of description, forming a hierarchy of inclusivity, enabled us to identify the least and most complex conceptions of teaching problem-solving. This model allows PBL tutors and, more broadly, higher education teachers to reflect on their conceptions and enables academic developers to create programs that enhance both conceptual understanding and practical application of problem-centred instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492538 |
| Database: | ERIC |
| Abstract: | Problem-solving (PS) is taught and practised in many higher education institutions across various disciplines. However, there is a lack of understanding of how to teach PS in a way that aligns with the specific principles and methods associated with its pedagogy. This study aimed to understand how tutors of Problem-Based Learning (PBL), a problem-centered instructional practice, conceptualize teaching problem-solving (CoTPS). Through qualitative interviews followed by phenomenographic analysis, we developed a model of CoTPS, which analyses how PBL tutors conceive problems in instruction, the process of problem-solving, and their role in tutorial groups. The categories of description, forming a hierarchy of inclusivity, enabled us to identify the least and most complex conceptions of teaching problem-solving. This model allows PBL tutors and, more broadly, higher education teachers to reflect on their conceptions and enables academic developers to create programs that enhance both conceptual understanding and practical application of problem-centred instruction. |
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| ISSN: | 2246-0918 |
