Problem-based learning in students‘ reflective practice at the university studies

Abstract

The purpose of this article is to reveal the problem–based learning in students‘ reflective practice at the university studies. The tasks of the article are to discuss the aspects of the problem–based learning and to analyse practice participants‘ opinions on problem-based learning, checking five models (of problem-based learning) in students‘ reflective practice at the university studies. The research highlights the nature of the problem–based learning: the aspects of epistemological competence, professional action, interdisciplinary understanding, trans-disciplinary learning and critical contestability. The research approves important roles of students and facilitators in the problem-based learning at the university studies. It‘s important to mention that all five models of problem-based learning are important in students‘ reflective practice.