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Challenging the teaching convention in geography using problem-based learning: The role of reflective practice in supporting change

Chappell, Adrian 2001. Challenging the teaching convention in geography using problem-based learning: The role of reflective practice in supporting change. Planet 4 (1) , pp. 18-22. 10.11120/plan.2001.00040018

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Abstract

The nature of higher education has changed considerably in recent years. The growing emphasis of student-centred learning requires a redefinition of the relationship between lecturer and student and a concomitant shift away from lecturer-focused teaching. Problem-based learning (PBL) is a student-centred learning strategy that promotes a greater responsibility and motivation for learning than conventional approaches in Geography. An introspective examination of the rationale, requirement and implementation of teaching and learning was conducted by several members of the Geography Division at the University of Salford. This reflective practice was instrumental in the identification of several pertinent difficulties that inspired the investigation and development of a framework in which to tackle some of them. In addition to the importance of student-centred learning in Geography, the PBL framework is believed to be useful for reaching a compromise between training and education and to ensure that fieldwork is integrated into the curriculum. An example of the implementation of this framework is provided here for a module for level 3 undergraduate students. A brief discussion of the institutional constraints on implementation is provided.

Item Type: Article
Status: Published
Schools: Earth and Ocean Sciences
Publisher: Higher Education Academy
ISSN: 1473-1835
Last Modified: 17 Jan 2020 14:15
URI: http://orca.cf.ac.uk/id/eprint/128190

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