Abstract:
This article examines the components of a theoretical problem-based learning framework adopted by a reform-minded tertiary institution in Singapore in order to shift away from traditional models of didactic instruction. The goals of this framework are to enhance the ways in which students think and augment knowledge building within authentic problem-solving contexts. Students' reflections of their experiences in operating within the problem-based learning environment are descriptively analysed to draw insights into the pedagogical implications of this framework. Both the underlying strengths and shortcomings of this innovative framework as perceived by students are documented to better understand the potential value of implementation of a problem-based learning paradigm.
