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ERIC Number: EJ923837
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-1038-2046
Using Problem-Based Learning in Large Undergraduate Fieldwork Classes: An Australian Example
Tonts, Matthew
International Research in Geographical and Environmental Education, v20 n2 p105-119 2011
Problem-based learning (PBL) is one of a suite of strategies based on the premise that placing students at the centre of the learning process ultimately improves skills, knowledge and understanding. To date, however, there remain relatively few reports on the application of PBL within geography curricula. This paper traces the evolution of a PBL project in a first-year geography course with large student enrolments. It shows that while the adoption of PBL was challenging, the majority of students found the approach rewarding and enjoyable. Student feedback indicated that the most valuable components of the project were independent learning and working "hands on", while the least enjoyable included a sense of disorganisation and uncertainty that accompanied independence. The paper also reflects on the more general lessons drawn from the PBL project, focusing on issues such as assessment, staffing, resources and departmental culture. (Contains 4 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia