Problem Based Learning: costruire esperienze di apprendimento per preparare gli studenti ad affrontare la complessità del lavoro di cura. Una proposta operativa

The teaching strategy of problem-based learning (PBL) has its roots in the histories of pedagogy and psychology, from Socratic maieutics and Vygotsky's concept of proximal learning to Bruner's constructivism and Dewey's learning-by-doing approach. Through PBL, students learn to solve problems and reflect on their experience, taking ownership of their learning and tackling real-world problems that will be relevant to their future professional and experiential lives. They also learn to take responsibility for the decisions they make. A quick review of the literature reveals that many soft skills are stimulated and reinforced by educational activities such as PBL. These activities also reinforce and enhance hard skills, providing a fundamental training ground for developing personal employability capital, practical wisdom (phronēsis) and critical thinking skills. These skills are based on the development of selflearning abilities. After providing a theoretical framework, this paper proposes a practical model for designing and implementing problem-based learning workshops.