ERIC Number: EJ1021496
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 83
Are South African Geography Education Students Ready for Problem-Based Learning?
Golightly, Aubrey; Muniz, Osvaldo A.
Journal of Geography in Higher Education, v37 n3 p432-455 2013
Problem-based learning (PBL) is one of the possible training strategies that could be more fully implemented in the South African formal education system. The intention to migrate from teacher-centred to learner-centred instructions in higher education institutions and schools makes PBL a plausible option. Geography education students might be exposed to PBL because their training implies the acquisition of abilities to solve real-world situations at various geographical scales. This paper explores the perception of second- and third-year students in a BEd programme in Potchefstroom, South Africa. The study uses a mixed-method research approach based on questionnaire application, students' learning journal entries and field notes. Findings from the study indicate that students show very positive perceptions of PBL as a training strategy for teaching and learning. A gender difference regarding general aspects of PBL, independent learning, workload, assessment rubrics and the different role-players in PBL indicates that female students hold more positive perceptions of the PBL experience. Overall, the results indicate that students with higher academic performances in most instances hold more positive perceptions of the PBL experience.
Descriptors: Foreign Countries, Geography, Problem Based Learning, Teaching Methods, College Students, Questionnaires, Mixed Methods Research, Gender Differences, Independent Study, Scoring Rubrics, Student Attitudes, Academic Achievement, Teacher Role, Student Role, Cooperative Learning, Participant Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: South Africa