Problem Based Learning - An Instructional Model and its Constructivist Framework

Savery and Duffy in their 2001 paper

Understanding is in our interactions with the environment.
Cognitive conflict or puzzlement is the stimulus for learning and determines the organisation and nature of what is learned.
Knowledge evolves through social negotiation and through the evaluation of the viability of individual understandings

How to design for understanding:

Anchor all learning activities to a larger task or problem
Support the learner in developing ownership for the overall problem or task
Design an authentic task
Design the task and the learning environment to reflect the complexity of the environment they should be able to function in at the end of learning
Give the learner ownership of the process used to develop a solution
Design the learning environment to support and challenge the learner’s thinking
Encourage testing ideas against alternative views and alternative contexts
Provide opportunity for and support reflection on both the content learned and the learning process