PBL(Problem Based Learning)の多分野展開における変容 - 三重大学を事例として -

Abstract

While the multidisciplinary development of Problem-Based Learning (PBL) is progressing, the shortage of PBL research in fields other than medical education has been pointed out. The purpose of this research is to clarify what kind of transformation PBL originating in medical education is going to be developed in other academic disciplines while mutually interacting with Project-Based Learning centered on engineering education, and what is the cause of the transformation, as well as to provide implications for multi-disciplinary PBL studies. In this research, semi-structured interviews were implemented with the faculty members who are considered to be key persons of PBL at Mie University, and analysis by Steps for Coding and Theorization (SCAT) was conducted. As a result, we found two types of transformation in PBL: Addition and Omission. The Addition type is a transformation in which some new elements (e.g., guiding questions and prior learning) are added to the characteristics of original PBL in medical education, while the Omission type is a transformation in which some elements (e.g., group work in class and self-learning outside the classroom) are omitted. Our research also revealed that academic features of the department tend to produce the Addition type transformation, and that factors other than academic features (e.g., time constraints and shortage of human resources), tend to produce the Omission type transformation. With regard to the Omission type transformation, the research suggests that it relates to the organizational problems of each department, but depends greatly on the reactions to those problems by each individual faculty member. Further investigations, such as participant observation for analyzing more detailed transformation as well as comparative study of PBL practices at other institutions, are needed to consider the generalizability of the findings of the present research.