This document discusses Problem Based Learning (PBL) through the lens of philosopher Karl Popper's views on epistemology and the growth of knowledge. It outlines Popper's rejection of inductivism in favor of a problem-solving approach where tentative solutions to problems are proposed and then subjected to criticism and error elimination, leading to new problems. The document argues that PBL aligns well with Popper's views, as it involves students proposing solutions to presented problems, discussing and criticizing each other's ideas, and developing new problems as their understanding progresses. Key aspects of PBL like self-directed learning, critical thinking, and students taking on decision-making roles also relate to Popper's philosophy.
1. A THEORETICAL INVESTIGATION OF PBL USING POPPER’S PHILOSOPHY OF EPISTEMOLOGY. GRAHAM PARTON Why Problem Based Learning?
2. Future of Teacher Education? Where does ECM and the Children’s Plan fit using this model? Adapted from Snoek et al (2003) Idealism Individualism Social coherence Pragmatism
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6. "The theory of knowledge which I wish to propose is a largely Darwinian theory of the growth of knowledge. From the amoeba to Einstein, the growth of knowledge is always the same: we try to solve our problems, and to obtain, by a process of elimination, something approaching adequacy in our tentative solutions." Popper, 1966 "I may be wrong and you may be right, and by an effort, we may get nearer to the truth." Popper 1966
7. Sir Karl R. Popper (1902-1994) ‘ All life is Problem Solving’
