<研究ノート>2つのPBLの歴史的展開と学習プロセスのモデル

Abstract

大学教育において、Problem-Based LearningとProject-Based Learningの2つのPBLの弁別と統合が議論されてきた。弁別と統合では、PBLに対する認識の階層が異なり、その階層の使い分けが重要になる。そのため、本研究では、2つのPBLを統合したより一般的な学習プロセスのモデルを示した上で、それぞれに実践されてきたPBLの特徴を反映した、より具体的なモデルを提示することを目的とした。はじめに、先行研究から2つのPBLの歴史をたどり、参照すべき代表的な実践を概観した。そして、それらの実践で示されている学習プロセスのモデルを整理し、2つのPBLに共通する基本的な要素を抽出した。以上の結果をふまえ、2つのPBLの学習プロセスを統合した「PBLの学習サイクル」と、それぞれのPBL実践の具体的なモデルを提示し、その使い分けの方法について考察した。

In university education, the distinction and integration of Problem-Based Learning and Project-Based Learning, both abbreviated as PBL, have been discussed. There is a hierarchical difference in the perception of PBL between the two, and it is important to distinguish between them. Therefore, the purpose of this study was to present two models with different hierarchies. The first model is a more general model of the learning process that integrates the two PBLs. The second model is a more specific model of practice that reflects the characteristics of the two PBLs as they have been practiced in their respective fields. First, we traced the history of the two PBLs from previous studies and reviewed the representative practices to which this paper refers. Then, we organized the models of the learning process shown in those practices and extracted the basic elements common to the two PBLs. Based on the above results, we proposed the “Learning Cycle of PBL, ” as a general model that integrates the learning processes of the two PBLs. We also presented a model that represents the characteristics of Problem-Based Learning, which has been practiced in the medical field, and Project-Based Learning, which has been practiced in the engineering field. Finally, we discussed how to apply these models in different ways.