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

• Type: Article in International Scientific Journal
• Date: 2021

Authors

Pinto, T (Author) Other; Guerner Dias, AJ (Author) FCUP; Clara Vasconcelos (Author) FCUP

Journal

Title: Geosciences

Vol. 11

Final page: 173

ISSN: 2076-3263

Publisher: MDPI

Indexing

ISI Web of Knowledge - 3 Citations

Scopus - 5 Citations

Other information

Authenticus ID: P-00T-X2K

DOI: 10.3390/geosciences11040173

Abstract (EN): 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.

Language: English

Type (Professor's evaluation): Scientific

No. of pages: 14