Learning about the problem in problem-based learning (PBL) by listening to students’ talk in tutorials: a critical discourse analysis study

Despite the fact that student discourse in problem-based learning (PBL) tutorials is central to PBL there is a scarcity of discourse anlysis studies of PBL. This concept of the problem as a provoker of a liminal space was derived from a critical discourse analysis study of how PBL students talked about the problem in the naturally occuring talk in PBL tutorials. This illuminative concept provides problem-based learning curriculum designers and tutors with new ways of thinking about problems in PBL initiatives. Some of this student dialogue about the problem is presented and analysed. The three dimensions of this concept ? namely: the knowledge, identity and professional development dimensions ? give us fresh ideas for designing engaging and challenging problems for our students in different educational contexts. The practical implication of conceptualising of the problem as a provoker of a liminal space are discussed together with ideas to widen our repertoire of approaches to problem design.