The paper by John R. Savery and Thomas M. Duffy, titled "Problem Based Learning: An instructional model and its constructivist framework," explores the relationship between constructivist learning theory and instructional design. The authors aim to bridge the gap between theoretical principles of constructivism and practical instructional practices. They begin by characterizing constructivism, emphasizing three key propositions: understanding is shaped by interactions with the environment, cognitive conflict drives learning, and knowledge evolves through social negotiation and evaluation. The authors then outline eight instructional principles derived from constructivism, which guide the design of learning environments and teaching practices. These principles include anchoring learning activities to larger tasks, supporting learners in developing ownership over problems, designing authentic tasks, reflecting on content and learning processes, and encouraging testing ideas against alternative views. The paper provides a detailed examination of Problem-Based Learning (PBL), a model developed in medical education and later applied in various fields. PBL involves students working in groups to diagnose patients and solve problems, with facilitators playing a supportive role. The authors highlight the importance of problem generation, presentation, and facilitator roles in PBL. They contrast PBL with other problem-based approaches, emphasizing that PBL focuses on developing metacognitive skills and engaging learners in authentic problem-solving. In conclusion, the authors argue that PBL aligns well with constructivist principles, fostering active engagement, authentic problem-solving, and social negotiation of meaning. They emphasize that PBL is not a Socratic or discovery learning approach but rather a cognitive apprenticeship focused on both knowledge and problem-solving skills.The paper by John R. Savery and Thomas M. Duffy, titled "Problem Based Learning: An instructional model and its constructivist framework," explores the relationship between constructivist learning theory and instructional design. The authors aim to bridge the gap between theoretical principles of constructivism and practical instructional practices. They begin by characterizing constructivism, emphasizing three key propositions: understanding is shaped by interactions with the environment, cognitive conflict drives learning, and knowledge evolves through social negotiation and evaluation. The authors then outline eight instructional principles derived from constructivism, which guide the design of learning environments and teaching practices. These principles include anchoring learning activities to larger tasks, supporting learners in developing ownership over problems, designing authentic tasks, reflecting on content and learning processes, and encouraging testing ideas against alternative views. The paper provides a detailed examination of Problem-Based Learning (PBL), a model developed in medical education and later applied in various fields. PBL involves students working in groups to diagnose patients and solve problems, with facilitators playing a supportive role. The authors highlight the importance of problem generation, presentation, and facilitator roles in PBL. They contrast PBL with other problem-based approaches, emphasizing that PBL focuses on developing metacognitive skills and engaging learners in authentic problem-solving. In conclusion, the authors argue that PBL aligns well with constructivist principles, fostering active engagement, authentic problem-solving, and social negotiation of meaning. They emphasize that PBL is not a Socratic or discovery learning approach but rather a cognitive apprenticeship focused on both knowledge and problem-solving skills.