Problem orientation in physical geography teaching

Abstract

Physical geography is practised and taught mainly in a descriptive‐explanatory mode. Adoption of an analytic‐predictive mode improves scientific rigour and leads more directly to applied studies. The introduction of real, quantitative problems in classroom and field teaching serves this end. The paper illustrates the use of problems in a university introductory hydrology course. Teaching objectives and the full course structure are presented in order to show how problem solving may be integrated with other teaching modes to serve the course objectives.