Open AccessThe Essence and Content of Problem Based Learning
Author(s) -
Komilova Malokhat*,
Iskanjanova Feruzahon,
Melibaeva Ruzakhon,
H. Masuda,
Raupova Shokhida
Publication year - 2019
Publication title -
international journal of recent technology and engineering
Language(s) - English
Resource type - Journals
ISSN - 2277-3878
DOI - 10.35940/ijrte.d5361.118419
Subject(s) - cognition , process (computing) , obstacle , mathematics education , computer science , problem based learning , content (measure theory) , psychology , cognitive science , mathematics , neuroscience , political science , law , operating system , mathematical analysis
the article analyses the efficiency of using problem based learning in teaching process. The problem arises in a specific learning environment, where purposeful instruction is provided through specific pedagogical tools. It is also necessary to develop specific ways to create such situations, based on the nature of the topics studied. Thus, the problem based teaching is not simply a state of mental work associated with an "unexpected obstacle in the way of thinking". At the same time, it should be noted that not every problem is related to the problematic situation. Problem-based learning has a great potential for enhancing students' cognitive functioning while understanding and assimilating knowledge, and determining their active attitude to the environment. In problem based teaching, the teacher organizes the students' cognitive activity so that students can independently solve intellectual difficulties, draw conclusions and generalize, formulate laws, and apply the acquired knowledge to a new situation, based on the analysis of the disciplines.