Abstract
With Aalborg University as a case, the article sheds light on how the special Danish variant of problem-based learning (PBL) has changed from the 1970s until today. As an alternative to the form of teaching and learning at the ‘traditional’ universities, PBL in Denmark is about problem-oriented project work, where the students work on a self-chosen problem for an entire semester. However, this problem-oriented project work discourse is already from the outset a challenge in terms of defining what a problem is, and what the relevance criteria entail. This article argues that these challenges have not subsequently been neither clarified nor resolved. On the contrary, what a problem is has been diluted, and what personal and societal relevance entails has been narrowed. Consequently, today the problem-oriented project work discourse is more about goal-oriented learning than problem-based learning.
Translated title of the contribution | Different conceptions of problem orientation – challenges in project pedagogy |
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Original language | Danish |
Journal | Högre utbildning |
Volume | 12 |
Issue number | 3 |
Pages (from-to) | 15-30 |
ISSN | 2000-7558 |
DOIs | |
Publication status | Published - 2022 |