In the traditional subject-based approach of most Western learning environments, the learner would spend a set amount of time studying each subject; with topical learning, the trend is to spend a greater amount of time focused on the broader topic.
[3] During this topical study, specific knowledge or information from the individual subjects would normally be introduced in a relevant context instead of in isolation or the abstract.
This is thought to be more successful at engaging students and providing deeper learning as it will be more likely to align with their own interests and goals.
[citation needed] This aspect has also been recognized as facilitating the integration of education as well as a method to enable students to obtain core knowledge and skills across a range of subjects, it has been considered effective in promoting enthusiasm and greater organization, communication, and evaluation.
In a PhBL environment, cognitive processes correspond to those in the actual/real-world situations where the learned subject matter or skills are used.
[1] PhBL is a constructivist form of learning, in which learners are seen as active knowledge builders and information is seen as being constructed as a result of problem-solving.
Central issues in the sociocultural learning theories include cultural artifacts (e.g. systems of symbols such as language, mathematical calculation rules and different kinds of thinking tools) – not every learner needs to reinvent the wheel, they can use the information and tools transmitted by cultures.
[2] Proponents state that by studying the broad concepts that connect what would otherwise be isolated subject areas, learners can develop skills and insights for future learning and the workplace.
[4][8][9][3][10] This shift coincides with other changes that are encouraging development of 21st century skills such as collaboration, communication, creativity, and critical thinking.