Use of problem-based learning technology in institutions of higher education

Abstract

The aim of the article is to establish the basic elements of the use of problem-based learning in HEIs. The three-phase process of implementing the technology of problem-based learning is presented. The results of the implementation of problem-based learning aimed at the development of pre-professional competencies, knowledge transfer, satisfaction and achievement, adequacy of time and effort are presented. The positive role of problem-based learning through understanding the meaning of the course; ability to self-study; ability to learn together; interest in science; ability to solve scientific problems in everyday life. The best models of problem-based learning (Flipped learning-PBL, TBL, CPS, AL-models) are identified. Were noted strategies of activation, which were used in the system PBL (a clear presentation of the focus; confidence in the student potential; stimulation of desire to solve difficult problems; planning for participation; presentation and enticement of unique point of view of the student; the possibility of presentation; gaining competence). The practical value of the study was to present the links of the elements of problem-based learning aimed at its successful implementation in HEIs.