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[Discovery-based teaching and learning strategies in health: problematization and problem-based learning].
Eliana Goldfarb Cyrino1, Maria Lúcia Toralles-Pereira
1Departamento de Saúde Pública, Faculdade de Medicina de Botucatu, Universidade Estadual Paulista, Botucatu, Botucatu, Brasil. ecyrino@fmb.unesp.br
Cadernos De Saude Publica
|July 21, 2004
Summary
This study explores problem-based learning (PBL) and problematization as innovative teaching methods in health education. Both approaches enhance critical awareness and cognitive development, moving beyond traditional education models.
Area of Science:
- Health professions education
- Pedagogical innovation
- Higher learning methodologies
Context:
- Evolving demands in health field teaching
- Need for novel knowledge acquisition strategies in higher education
- Shift from traditional pedagogical models
Purpose:
- To discuss and analyze problem-based learning (PBL) and problematization as innovative teaching methods
- To identify the theoretical roots and foundational principles of PBL and problematization
- To compare the distinct contributions of each method to the teaching and learning process
Summary:
- Problem-based learning (PBL) focuses on cognitive aspects, concept construction, and scientific mechanism appropriation.
- Problematization emphasizes knowledge construction within the framework of developing critical awareness.
- Both methods foster participatory engagement and redefine the theory-practice relationship in education.
Impact:
- PBL and problematization offer innovative pedagogical experiences in health education.
- These approaches encourage a departure from conventional teaching and learning paradigms.
- They promote more significant and transformative changes in educational practices within the health sector.