Geology and Environment: A Problem-Based Learning Study in Higher Education

被引:2
作者
Pinto, Tania [1 ]
Dias, Antonio Guerner [2 ]
Vasconcelos, Clara [1 ,3 ]
机构
[1] Univ Porto, Interdisciplinary Ctr Marine & Environm Res, P-4450208 Matosinhos, Portugal
[2] Univ Porto, Fac Sci, Dept Geosci Environm & Spatial Planning, Rua Campo Alegre S-N, P-4169007 Porto, Portugal
[3] Univ Porto, Fac Sci, Sci Teaching Unit, Interdisciplinary Ctr Marine & Environm Res, Rua Campo Alegre S-N, P-4169007 Porto, Portugal
关键词
problem-based learning; geology and environment; higher education; questioning; triangulation of methods; SCIENCE;
D O I
10.3390/geosciences11040173
中图分类号
P [天文学、地球科学];
学科分类号
07 ;
摘要
We aimed to contribute to a shift in higher education teaching and learning methods by considering problem-based learning (PBL) as an approach capable of positively affecting students from a geology and environment (GE) curricular unit. In a convenience sample from a Portuguese public university, two groups of students were defined: (1) an experimental group (n = 16), to which an intervention program (IP) based on PBL was applied, and (2) a comparison group (n = 17), subjected to the traditional teaching approach. For nine weeks, students subject to the IP faced four problem scenarios about different themes. A triangulation of methods was chosen. The study involved two phases: (1) qualitative (sustained on content analysis of driving questions raised by students, registered in a monitoring sheet) and (2) quantitative (quasi-experimental study, based on data from a prior and post-test knowledge assessment). The qualitative results point to the development of more complex cognitive-level questioning skills after increasing familiarity with PBL. The data obtained in the quantitative study, which included both a "within-subjects" and a "between-subjects" design, show higher benefits in the experimental group, documenting gains in terms of scientific knowledge when using the PBL methodology.
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页数:14
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