Problem-based learning (PBL)

Problem-based learning (PBL) [...] builds upon constructivist philosophy and contends that learning is a process of knowledge construction and social co-construction. One of the features of PBL is that students actively work on activities which are authentic to the environment in which they would be naturally used. That is, students construct knowledge in contexts which reassemble those in which they would use that knowledge. Creativity, critical thinking, metacognition, social negotiation, and collaboration are all perceived as a critical component of a PBL process. One of the key characteristics of PBL is that teachers should not primarily be concerned with the knowledge students construct, but should focus, more attention to metacognitive processes (awareness of one’s own thinking and learning).

(CHURCHILL, 2017. p. xiv - preface)