ABSTRACT
Problem-based learning (PBL) builds upon the theories of experiential learning, contextualized or situated learning, collaborative learning, and self-regulated learning. Experiential learning is authentic, first-hand, sensory-based learning, typically involving four distinct learning phrases: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Also, PBL situates learning in complex problem contexts and embodies the contextualized learning paradigm. The notion of contextualized learning or situated learning suggests that learning is most effective when it is situated in the context in which knowledge will be used; the context is essential to students’ understanding of knowledge as knowledge is only useful only the condition to apply it is known. In contrast to learning in decontextualized and abstract forms, situated or contextualized learning shares a common view that cognition and situation are interdependent. Cognition occurs in social contexts. PBL is also grounded in the social-constructivism and collaborative learning that emphasize that two or more students learn together to co-construct knowledge through social interaction or discourse. Another foundation of PBL is self-regulated learning in which learners are described as metacognitively, motivationally, and behaviorally active participants taking responsibility for their own learning processes.
