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PBL Tutors' Conceptions of Teaching Problem-Solving: A Phenomenographic Exploration

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Title: PBL Tutors' Conceptions of Teaching Problem-Solving: A Phenomenographic Exploration
Language: English
Authors: Natia Bendeliani, Gunvor Larsson Torstensdotter, Christa Jacenyik-Trawöger, Tibor Bors Borbély-Pecze
Source: Journal of Problem Based Learning in Higher Education. 2025 13(1):153-183.
Availability: Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Peer Reviewed: Y
Page Count: 31
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Problem Based Learning, Tutors, Teaching Methods, Problem Solving, Facilitators (Individuals), College Faculty, Teacher Attitudes, Foreign Countries
Geographic Terms: Sweden
ISSN: 2246-0918
Abstract: Problem-solving (PS) is taught and practised in many higher education institutions across various disciplines. However, there is a lack of understanding of how to teach PS in a way that aligns with the specific principles and methods associated with its pedagogy. This study aimed to understand how tutors of Problem-Based Learning (PBL), a problem-centered instructional practice, conceptualize teaching problem-solving (CoTPS). Through qualitative interviews followed by phenomenographic analysis, we developed a model of CoTPS, which analyses how PBL tutors conceive problems in instruction, the process of problem-solving, and their role in tutorial groups. The categories of description, forming a hierarchy of inclusivity, enabled us to identify the least and most complex conceptions of teaching problem-solving. This model allows PBL tutors and, more broadly, higher education teachers to reflect on their conceptions and enables academic developers to create programs that enhance both conceptual understanding and practical application of problem-centred instruction.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492538
Database: ERIC
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  Data: PBL Tutors' Conceptions of Teaching Problem-Solving: A Phenomenographic Exploration
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  Data: <searchLink fieldCode="AR" term="%22Natia+Bendeliani%22">Natia Bendeliani</searchLink><br /><searchLink fieldCode="AR" term="%22Gunvor+Larsson+Torstensdotter%22">Gunvor Larsson Torstensdotter</searchLink><br /><searchLink fieldCode="AR" term="%22Christa+Jacenyik-Trawöger%22">Christa Jacenyik-Trawöger</searchLink><br /><searchLink fieldCode="AR" term="%22Tibor+Bors+Borbély-Pecze%22">Tibor Bors Borbély-Pecze</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Problem+Based+Learning+in+Higher+Education%22"><i>Journal of Problem Based Learning in Higher Education</i></searchLink>. 2025 13(1):153-183.
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  Data: Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
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  Data: 31
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  Data: <searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: 2246-0918
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  Data: Problem-solving (PS) is taught and practised in many higher education institutions across various disciplines. However, there is a lack of understanding of how to teach PS in a way that aligns with the specific principles and methods associated with its pedagogy. This study aimed to understand how tutors of Problem-Based Learning (PBL), a problem-centered instructional practice, conceptualize teaching problem-solving (CoTPS). Through qualitative interviews followed by phenomenographic analysis, we developed a model of CoTPS, which analyses how PBL tutors conceive problems in instruction, the process of problem-solving, and their role in tutorial groups. The categories of description, forming a hierarchy of inclusivity, enabled us to identify the least and most complex conceptions of teaching problem-solving. This model allows PBL tutors and, more broadly, higher education teachers to reflect on their conceptions and enables academic developers to create programs that enhance both conceptual understanding and practical application of problem-centred instruction.
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  Data: 2026
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  Data: EJ1492538
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      – Text: English
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      Pagination:
        PageCount: 31
        StartPage: 153
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      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: Facilitators (Individuals)
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Sweden
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      – TitleFull: PBL Tutors' Conceptions of Teaching Problem-Solving: A Phenomenographic Exploration
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            NameFull: Natia Bendeliani
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            NameFull: Gunvor Larsson Torstensdotter
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            NameFull: Christa Jacenyik-Trawöger
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            NameFull: Tibor Bors Borbély-Pecze
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              Type: published
              Y: 2025
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