Problem Based Learning (PBL) - A Case Study From Environmental Sciences

Abstract

The use of case studies in the context of Problem-Based Learning (PBL) is described. A rationale for the use of a problem-based approach is given together with some key features that arise. Two case studies are described briefly in terms of their relevance to an interdisciplinary subject area (Environmental Sciences), their content, some operational aspects, and their applicability in the teaching of key skills. Some positive features of using this style of teaching are discussed with reference to student feedback and tutor observation. In addition, the impact of using a problem-based approach on, e.g. time and other resources, is also highlighted. These are considered to be particularly relevant within the contexts of students’ expectations of teaching and assessment, demands on tutors’ subject knowledge, and access to information sources.

Acknowledgements

I would like to thank Lawrie Phipps and Mike Clarke for researching and developing different parts of the case studies and to all the students at Plymouth and other UK universities who have taken part in the piloting process. I also acknowledge the University of Plymouth and Project IMPROVE (HEFCE) for funding. The further development of this case study project has recently been generously supported by the Analytical Trust Fund of the Royal Society of Chemistry.