ABSTRACT
The earliest models of teaching, including the Socratic method, rely on the analysis of hypothetical situations involving solving problems or formulating strategies to discuss given situations. The principles of this approach have been embraced by problem based learning (PBL),
PBL has proved to be especially appropriate to vocational courses. It offers a solution to the potential dichotomy which can exist between the academic and vocational aspects of professions programs. The underlying rationale of the PBL approach is that students quickly develop a holistic view of the process and are continually made aware of how individual subject disciplines relate to the problem at hand. PBL can make a strong claim as being a self directed learning strategy which is superior to other forms of learning such as response stimulated learning or situation stimulated learning.
This chapter describes how the Department of Building at the University of Newcastle in New South Wales has developed a degree program in construction management using an integrated problem based learning approach,
