The Influence of Pedagogy on Problembased Learning Students’ Perceptions of Knowledge

Abstract

Problem-based learning requires students to work in small groups and apply knowledge they see as relevant to a given problem or learning task. Previous research has explored students’ experiences of problem-based learning in relation to learning styles, however, differences in how students perceive knowledge has received little attention in the literature. Drawing on the theories of Basil Bernstein, this study explored occupational therapy students’ perceptions of knowledge. Twenty students were sampled on the basis of their having followed two, different, educational pathways into a problem based occupational therapy undergraduate course. Qualitative interviews were used to gather students’ perceptions of occupational therapy knowledge and the findings show that in the first year of the problem-based course the students’ views on knowledge could be contrasted according to their respective educational pathway. Different interpretations of knowledge have consequences in how students engage with problem-based learning and how they approach assessment tasks.