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Book Chapter: Problem-based learning in the field setting

TitleProblem-based learning in the field setting
Authors
Issue Date2014
PublisherSpringer
Citation
Problem-based learning in the field setting. In Tong, VCH (Ed.), Geoscience research and outreach: schools and public engagement, p. 55-77. Dordrecht: Springer, 2014 How to Cite?
AbstractConventional approaches in field instruction processes are often teacher centred, leaving little space for students to engage in collaborative inquiry, progressive problem solving, and self-directed learning. In contrast, problem-based learning (PBL) is highly scaffolded and is an inquiry-based learning process, which engages students in complex problem-solving environments to acquire and integrate their knowledge and skills. Supported by the Quality Education Fund of Hong Kong, the authors introduced a PBL approach to field-based learning to train local teachers through an educational research project. This innovative approach significantly enhanced the collateral development of knowledge, higher-order thinking, positive attitudes, perseverance, and ability of students to improvise in unforeseen situations. This chapter documents how school teachers were supported by the project team to conduct PBL in the field setting to enhance ways of student learning. The factors that make PBL become an effective field instruction and the considerations for its successful implementation are further explained and discussed.
Persistent Identifierhttp://hdl.handle.net/10722/141396
ISBN
Series/Report no.Innovations In Science Education And Technology; v. 21

 

DC FieldValueLanguage
dc.contributor.authorChan, LSen_US
dc.contributor.authorHo, LMWen_US
dc.date.accessioned2011-09-23T06:33:38Z-
dc.date.available2011-09-23T06:33:38Z-
dc.date.issued2014en_US
dc.identifier.citationProblem-based learning in the field setting. In Tong, VCH (Ed.), Geoscience research and outreach: schools and public engagement, p. 55-77. Dordrecht: Springer, 2014en_US
dc.identifier.isbn9789400769427-
dc.identifier.urihttp://hdl.handle.net/10722/141396-
dc.description.abstractConventional approaches in field instruction processes are often teacher centred, leaving little space for students to engage in collaborative inquiry, progressive problem solving, and self-directed learning. In contrast, problem-based learning (PBL) is highly scaffolded and is an inquiry-based learning process, which engages students in complex problem-solving environments to acquire and integrate their knowledge and skills. Supported by the Quality Education Fund of Hong Kong, the authors introduced a PBL approach to field-based learning to train local teachers through an educational research project. This innovative approach significantly enhanced the collateral development of knowledge, higher-order thinking, positive attitudes, perseverance, and ability of students to improvise in unforeseen situations. This chapter documents how school teachers were supported by the project team to conduct PBL in the field setting to enhance ways of student learning. The factors that make PBL become an effective field instruction and the considerations for its successful implementation are further explained and discussed.-
dc.languageengen_US
dc.publisherSpringer-
dc.relation.ispartofGeoscience research and outreach: schools and public engagementen_US
dc.relation.ispartofseriesInnovations In Science Education And Technology; v. 21-
dc.titleProblem-based learning in the field settingen_US
dc.typeBook_Chapteren_US
dc.identifier.emailChan, LS: chanls@hku.hken_US
dc.identifier.emailHo, LMW: lmwho@hkucc.hku.hk-
dc.identifier.authorityChan, LS=rp00665en_US
dc.identifier.doi10.1007/978-94-007-6943-4_5-
dc.identifier.hkuros193839en_US
dc.identifier.hkuros221823-
dc.identifier.spage55-
dc.identifier.epage77-
dc.publisher.placeDordrecht-
dc.customcontrol.immutableyiu 130618-

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