| Abstract [eng] |
The dissertation research aims at analysing preconditions of social construction of knowledge that emerge from macro- and meso-level interactions occurring in the society, and how the process of university studies held under the problem-based learning approach responds to such preconditions. It is noted in the dissertation that although epistemic principles of democracy, the principles of epistemic diversity associated with the ideals emphasized in the society are important in university studies, they have not been analysed comprehensively or fully introduced into the studies yet. This implies the necessity of change in university studies and search for respective educational strategies. Problem-based learning is presented in the dissertation as an innovative educational strategy that creates favourable conditions for social construction of knowledge in an open democratic society. The process of problem-based learning is analysed in the context of approaches offered by pragmatic, critical and phenomenological theories that lie behind social construction of knowledge. The dissertation presents action research that focuses on close collaboration between researchers and practitioners, in the course of which problem-based learning was implemented in curricula of subjects of social sciences at two universities in Lithuania. The experience of its application has been revealed under mixed-method approach. Empirical research has detailed problem-based learning factors that have educational effect on social construction of knowledge, and has revealed authenticity of expertise of tutors and students who have participated in the process of problem-based learning, as well as the meanings they have constructed. |
