Probleminio mokymosi taikymas aukštajame moksle, realizuojant besimokantiesiems prasmingas studijas

LTStraipsnyje siekiama apibūdinti probleminio mokymosi sampratą. Probleminis mokymasis pristatomas kaip priešprieša tradiciniam aukštojo mokslo studijų organizavimui. Pradėtas taikyti biomedicinos moksluose probleminis mokymasis šiuo metu adaptuojamas įvairioms studijų programoms. Tai prisideda prie probleminio mokymosi modelių įvairovės. Straipsnyje išryškinamos šių modelių sąsajos su prasmingomis studijomis. Straipsnis apima ir teorinių nuostatų, pagrindžiančių probleminį mokymąsi, kaip būdą, teikiantį sąlygas prasmingoms studijoms, apžvalgą. [Iš leidinio]Reikšminiai žodžiai: Aukštasis mokslas; Prasmingos studijos; Probleminis mokymasis; Higher education; Meaningful study; Problem-based learning.

ENThe traditional studies in school of high education are in some distance from their living world and these studies as usually have no influence to the personality's development. Knowledge’s gained during the studies often do not help for solution real problems (Ramsden, 2000). The problem-based learning (PBL) in the article is delivered, as opposition to the traditional organization of the study. More often PBL is applicated in biomedicine sciences, but because of the predominated objectivistic approach to the problems, this method does not exhaust all the essence of problem learning. Adapted for social sciences PBL implies that social environment is the subjective nature of the problem. So, the PBL is understandable in different ways. The reflection of this situation is clear in the different problem learning models in practice. The PBL could be applied in classrooms, in the context of social cooperation, where the complicity of problems is evident. In this article PBL is shown as one of the means, suitable for realization meaningful studies for learners. Conditions of meaningful studying exist in all models of PBL, because there are accent on integration of new knowledge into the structure of learners'own knowing. Students'activity, solution of important for students problems are stressed here too. The brighter this meaningful studying is when the PBL is joined to the service learning, when studies take place in real social environment. The real situation is quite different from simultaneous situations, which is quite often created in PBL, but this environment is not suitable for alive students' influence to the learning process. Students are directly involved into the learning process, which is related to their fears, doubts and responsibility. So, learning looks like activities, which will take place after their studies in high education.In this article PBL created conditions for meaningful studying is closely linked to the theoretical provision that knowledge is not objectively existing in the world, but created by students themselves in their interaction with the social environment in the process (Gordon, 2009). PBL is related with existentialism, pragmatism, humanity. Important principles of meaningful studying by the means of PBL are based on hermeneutics theory. In this theory the importance of holistic understanding, permanently developed by reflections. Relations between learning and real live are emphasized. All this enable studying of personality’s development. [From the publication]