Knowledge formations in Problem Based Learning

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review


The paper presents some of the results from a recent completed Ph.D. program about disciplinarity and inter-disciplinarity in problem based learning (PBL). Disciplinary content in PBL-programs has been questioned during recent years, so stronger concepts of how knowledge is actually organized and structured in PBL are needed to qualify this discussion. This paper focuses on the research question: How has the structuring/organization of knowledge in curriculum changed over time and what kinds of connections and interrelations between disciplines/subjects can be identified in current PBL-courses?
The research has aimed to conceptualize how various knowledge areas blend in two educational contexts applying PBL. Interrelationships have often been referred to as inter-cross- or trans-disciplinarity. However, these terms are ambiguous. Thus I introduce the term transversality to suggests that knowledge organization are no longer based on relationships between strong independent disciplines, but rather on a number of ‘themes’ or ‘subject areas’ that should be combined and tied together during the students PBL-studies. As such, the curriculum organized knowledge, as well as student’s reflections of various types constitute certain ‘modalities’ of transversality. Two educational contexts, Nursing and Constructing Architect education, have been used as a case study research in order to demonstrate how institutional practices show different modalities of transversal knowledge in their PBL-courses. For the purpose of this paper Nursing Education will be abbreviated as NE and Constructing Architect as CAE.
Antal sider17
StatusUdgivet - 2013
BegivenhedECER. The European Conference on Educational Research - Bahçeşehir University, Istanbul, Tyrkiet
Varighed: 10 sep. 201313 sep. 2013


KonferenceECER. The European Conference on Educational Research
LokationBahçeşehir University


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