Pedagogical Interfaces in a Problem-Based Learning Environment: Cognitive Functioning at PBL Stages

Problem-based learning (PBL) is an inquiry-based approach that is widely adopted by educators as it provides the platform for cognitive intervention for our learners. Embedded within PBL are cognitive activities that allow learners to develop their cognitive functioning. According to structural cognitive modifiability (SCM), humans have the propensity to change the structure of their cognitive functioning. Therefore, as educators, we have the potential to hone the cognitive functions of our learners by taking into consideration their mental processes and the learning environment. Within the context of PBL, it is important to be cognizant of the specific cognitive processes employed by the learners as they interact with the PBL environment with the aim of developing their cognitive functions. Grounded on SCM and Tan’s (2000) cognitive function disc (CFD), this chapter proposes a framework of the cognitive and metacognitive requirements that are present at each PBL stage. The identification and mapping of prominent cognitive functions throughout the pedagogical stages of PBL can serve to advance classroom practices as it allows the usage of PBL schema as a scaffold for more mindful cognitive coaching within the PBL classroom.