Implementing a Problem-Based Learning Approach for Teaching Research Methods in Geography

Spronken‐Smith, Rachel

doi:10.1080/03098260500130403

Cited by 117 publications

(86 citation statements)

References 17 publications

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“…We also believe that the concept of blended learning, broadly applied, allows us to move beyond the strictures of other popular approaches like problem-based learning (Spronken-Smith, 2005). One of the difficulties with problem-based learning from our perspective is that it involves intensive use of resources.…”

Section: Teaching For Better Learning 329mentioning

confidence: 99%

“…One of the difficulties with problem-based learning from our perspective is that it involves intensive use of resources. Spronken-Smith (2005), for example, wrote of a third-year research methods class with between 60 and 75 students, taught by a variety of people including six tutors, many of whom were lecturers. In her study, group sizes of 7 -8 were, in retrospect, felt to be too large.…”

Section: Teaching For Better Learning 329mentioning

confidence: 99%

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Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

Moore

Gilmartin

2010

Journal of Geography in Higher Education

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Internationally, recognition is growing that the transition between post-primary and higher education is raising a number of challenges for both students and educators. Simultaneously with growing class sizes, resources have become more constrained and there is a new set of expectations from the "net generation" (Mohanna, 2007, p. 211) The use of e-learning in medical education, Postgraduate Medical Journal, 83, p. 211). Within this transforming context, modes of instruction that cater for different paces of learning and learning styles by combining traditional and electronic media have become increasingly important. This paper discusses the transformation of an introductory human geography module at University College Dublin using a blended learning approach that extends beyond the media used to incorporate all aspects of, and inputs into, the learning process. Our experience highlights how blended learning can aid the achievement of a range of objectives in relation to student engagement and the promotion of deeper learning. However, blended learning is not a quick-fix solution to all issues relating to new university students and our analysis draws out a more complex relationship than anticipated between blended learning and student retention that will require further examination.

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Section: Teaching For Better Learning 329mentioning

confidence: 99%

Section: Teaching For Better Learning 329mentioning

confidence: 99%

Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

Moore

Gilmartin

2010

Journal of Geography in Higher Education

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“…Derivado de ello surgen publicaciones como el Interdisciplinary Journal of Problem Based Learning de la Universidad de Purdue (Indiana) o las experiencias recogidas en Sproken-Smith (2005) o el de Bowden, Chidler y Copeland (2007) y se extiende rápidamente en el ámbito universitario a otro campos, como el de la geografía, en este caso empleando cómo herramientas los sistemas de información geográfica.…”

Section: Aprendizaje Basado En Problemas (Abp)unclassified

La cultura de defensa en las aulas de Geografía: planteamiento metodológico y actividades

Torres¹,

Fernández²

2016

Congresos - GeoAlicante 2015 - Libro De Actas

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“…Case studies and small-scale evaluations have proliferated as teachers study their own practices using the data most readily available to them (e.g. Ball and Pelco 2006;Spronken-Smith 2007;Howard and Brady 2015) or adding some interview data (e.g. Pecocz and Reid 2010).…”

Section: Researching Pedagogy Within Research Methods Educationmentioning

confidence: 99%

Methods that teach: developing pedagogic research methods, developing pedagogy

Nind

Lewthwaite

2018

International Journal of Research & Method in Education

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This paper addresses ways of researching the pedagogy involved in building research methods competencies in the social sciences. The lack of explicit and shared pedagogy in this area make it particularly important that research is conducted to stimulate pedagogic culture, dialogue and development. The authors discuss the range of methods used in one study with the aim of teasing out pedagogical content knowledge, making implicit pedagogic knowledge more explicit and thereby malleable. The research design and methods deliberately foster dialogue with, rather than cast a judgmental gaze upon, teachers and learners of research methods. Rejecting observational methods on this basis, and declining action research because of the level of participant pedagogic knowledge and commitment required, the authors examine a combination of expert panel, video stimulated dialogue and diary methods for building pedagogic knowledge and culture. These 'methods that teach' are argued to offer value for other researchers working in new and emerging teaching fields, where pedagogy is particularly 'hard to know' and pedagogic content knowledge and pedagogic culture are underexplored or underdeveloped. ARTICLE HISTORY

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Implementing a Problem-Based Learning Approach for Teaching Research Methods in Geography

Cited by 117 publications

References 17 publications

Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

Teaching for Better Learning: A Blended Learning Pilot Project with First-Year Geography Undergraduates

La cultura de defensa en las aulas de Geografía: planteamiento metodológico y actividades

Methods that teach: developing pedagogic research methods, developing pedagogy

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