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ERIC Number: EJ1016890
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1306-3065
Optimising Inter-Disciplinary Problem-Based Learning in Postgraduate Environmental and Science Education: Recommendations from a Case Study
Redshaw, Clare H; Frampton, Ian
International Journal of Environmental and Science Education, v9 n1 p97-110 2014
As the value of multi-disciplinary working in the business and research worlds is becoming more recognised, the number of inter-disciplinary postgraduate environmental and health sciences courses is also increasing. Equally, the popularity of problem-based learning (PBL) is expected to grow and influence instructional approaches in many disciplines. However, very limited research has been conducted to explore the perception of students of PBL in inter- or multi-disciplinary environments; particularly wide-ranging multi-disciplinary courses which cross the natural-social science barrier. The findings from this case study evidence the difficulties and benefits students derive from group PBL, many of which stem from working in multi-disciplinary and multi-skilled groups on a part-time basis. Acknowledging, accepting and overcoming conflicts based upon prior experience that influences epistemological and ontological beliefs may be key to the development of effective PBL in inter-disciplinary and multi-disciplinary programmes. Recommendations for good pedagogic practice to maximise learning in postgraduate environmental and science education are made.
International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A