Combining Problem-Based Learning and Team-Based Learning in a Sustainable Soil Management Course

Autor/inn/en	Krzic, Maja; Brown, Sandra; Bomke, Arthur A.
Titel	Combining Problem-Based Learning and Team-Based Learning in a Sustainable Soil Management Course
Quelle	In: Natural Sciences Education, 49 (2020) 1, (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krzic, Maja) ORCID (Brown, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-8281
DOI	10.1002/nse2.20008
Schlagwörter	Problem Based Learning; Teamwork; Sustainable Development; Natural Resources; Soil Science; Science Education; Undergraduate Students; Experiential Learning; Case Method (Teaching Technique); Competency Based Education; Learner Engagement; Partnerships in Education; Student Attitudes; Teacher Attitudes; Foreign Countries; Canada (Vancouver) + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Nachhaltige Entwicklung; Natural Ressource; Natürliche Ressource; Bodenkunde; Naturwissenschaftliche Bildung; Experiental learning; Erfahrungsorientiertes Lernen; Case method; Fallmethode; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulpartnerschaft; Schülerverhalten; Lehrerverhalten; Ausland
Abstract	Professional natural resource managers require a solid understanding of sustainable soil practices. Postsecondary institutions are increasingly integrating innovative approaches such as hybrid problem-based learning (PBL) and team-based learning (TBL) to train future professional land managers to tackle complex problems. This article describes the application of a hybrid PBL--TBL approach in a combined undergraduate and graduate level course, Sustainable Soil Management, offered at the University of British Columbia (UBC), Vancouver, Canada. The course utilizes 15 modified PBL cases, where "modified PBL" refers to a hybrid PBL-TBL approach. The course aims to provide experiential learning opportunities for students to connect with practicing professionals and community partners in addressing real-world issues. Course instructors identified several challenges related to the modified PBL approach including multiple outcomes based on data interpretation, imbalanced team composition, and complex cases that demand advanced education and/or experience. However, course instructors and students were favorable of the enhanced teaching and learning opportunities offered by the hybrid PBL-TBL format. Student engagement was facilitated by the practical relevance of the cases, the opportunity to incorporate fieldwork, and interactions with external (guest) case contributors; and a balance between knowledge-based and competency-based learning outcomes was achieved. This hybrid PBL-TBL approach could serve as a framework for other postsecondary courses focused on sustainable management of natural resources. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01