Constructing Knowledge: Exploring and Resolving Knowledge Conflicts in Problem-Based Learning

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Abstract

Existing research has focused on effective problem-based learning (PBL) implementation and group facilitation strategies, yet conflict resolution within PBL sessions remains underexplored. This study investigates knowledge conflicts and their resolution in PBL sessions, specifically within an Asian context, where cultural tendencies may influence conflict dynamics. Data from video-recorded PBL sessions at a Hong Kong medical school revealed six conflict episodes predominantly involving conceptual knowledge. Elaboration was the primary conflict resolution method, often facilitated by tutors. Apart from the verbal disagreements, students are also prone to using non-verbal expressions, which could be detected and intervened. Findings underscore the importance of collaborative problem-solving and the crucial role of tutors in managing conflicts to enhance learning outcomes.

Authors

• Helen Qing He, University of Hong Kong

• Binbin Zheng, Uniformed Services University of the Health Sciences

• Yumeng Yue, University of Hong Kong

• Yue Lei, University of Hong Kong

• Fraide A. Ganotice, University of Hong Kong

• George L. Tipoe, University of Hong Kong