PROBLEM BASED LEARNING AT THE SERVICE OF NEW KNOWLEDGE PRODUCTION

• Type: Article in International Conference Proceedings Book
• Date: 2014

Authors

Almeida, A (Author) Other; Clara Vasconcelos (Author) FCUP; Faria, J (Author) Other; Pereira, C (Author) Other

Conference proceedings International

Title: ICERI2014: 7TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION

Pages: 2532-2538

7th International Conference of Education, Research and Innovation (ICERI)

Seville, SPAIN, NOV 17-19, 2014

Indexing

ISI Web of Knowledge - 1 Citation

Other information

Authenticus ID: P-00P-AAN

Abstract (EN): Science Education has sought methods that can promote connections to real situations and also improve significant learning experiences. Problem Based Learning (PBL) has proved to be an effective methodology to this purpose. The reasons for the success of this methodology are the following: a) to present a problem that is relevant in a real context; b) to frame it using a real or fictional scenario that can motivate students for it; c) to give data sources to help its resolution; d) to promote collaborative work; e) to help students dealing with the data sources proposed through a tutorial process; f) to demand a final product (a presentation or a poster, for instance) in which the answer to the problem is included; g) to assess all the learning process, presenting new situations that need the knowledge acquired. Within the scope of the curricular unit of Didactics of Geology, 20 master students of the Course for Teacher Training in Biology and Geology worked the very recent field of Geoethics. This new field tries to emphasize the role of Geology in a more sustainable society. Starting with the challenge of Matteucci et al. (2012) "A Hippocratic Oath for geologists?", the students read about the code of ethics of physicians and also about the new challenges that geologists face since the present environmental crisis has started. After this, the challenge suggested to the students was to build the professional code of geologists, covering the main principles that it should include. To this task, several internet addresses were given, some linked to the code of health professionals (given as a mere example) and also the address of The International Association for Promoting Geoethics. The task was previously made in four groups of five students and the result of each group was discussed to design the final code that met the consensus of the class. This experience highlights the potential of PBL not merely as a provider for access to knowledge that is available but also as a producer of new knowledge, strengthening its interest in Science Education, especially when associated with higher education.

Language: English

Type (Professor's evaluation): Scientific

No. of pages: 7