Abstract:

Postmodern discourse treats the current conceptual confusion as a sign of a contemporary super complex world. This conceptual confusion penetrates the "pure" shape of the university, affects its strategies of action as well as forms and curriculum. In the context of the powerlessness of traditional educational paradigms, universities try to conceptualise new (different) techniques of knowledge construction. Problem-based learning (PBL) strives to respond to the intellectual needs of the creative society, i.e. to enable a personality to function in society together with others, despite mental chaos, ethic gaps and excess opportunities. The research on problem-based learning reveals the complexity and contextuality of the PBL phenomenon arising not only from the philosophical paradigm, conceptual problem-based learning attitudes, but also from its application context (study field, interdisciplinarity, etc.). The aim of this research is to reveal the essential PBL experience of students in constructing an interdisciplinary knowing. Qualitative data is collected from anonymous written reflections of the surveyed students depicting their everyday PBL experience, construction of new knowledge and its change in different learning stages. Students’ written narratives represent one PBL cycle the aim of which was to perform a particular module task. Different borderline PBL experiences highlight a multidirectional search for the relations among different ideas, concepts, theories and methods.

Keywords:

problem-based learning, experience of problem-based learning, interdisciplinary knowing, interdisciplinary learning.