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Problem-based learning in environmental science higher education: promises, challenges and experiences
Linköping University, The Tema Institute, Centre for Climate Science and Policy Research . Linköping University, The Tema Institute, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
2011 (English)In: Asian Journal of Education and Research Synergy, Vol. 3, no 1, 27-38 p.Article in journal (Refereed) Published
Abstract [en]

This paper reviews some of the main arguments advocating problem-based learning in higher education and asks the question “Is PBL suited for environmental science higher education?” The paper argues that there is a great potential in designing interdisciplinary study programmes in environmental science according to principles of PBL. Due to the rapid advances in the field of environmental science and policy, students need to develop their metacognitive awareness and be equipped with competencies for lifelong learning. PBL has proved to be a valuable tool for such endeavours, since it develops students’ capacity for self-directed learning. Examples are given from a bachelor programme in environmental science at Linköping University, Sweden, which is organised according to principles of problem-based learning.

Place, publisher, year, edition, pages
2011. Vol. 3, no 1, 27-38 p.
Keyword [en]
Problem-based learning (PBL), environmental science, higher education, interdisciplinarity
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-71908OAI: oai:DiVA.org:liu-71908DiVA: diva2:455268
Available from: 2011-11-09 Created: 2011-11-09 Last updated: 2011-11-24

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