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Problem-based learning approaches in meteorology


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Charlton-Perez, A. (2013) Problem-based learning approaches in meteorology. Journal of Geoscience Education, 61 (1). pp. 12-19. ISSN 1089-9995

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To link to this item DOI: 10.5408/11-281.1


Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a current field course module, this project describes the implementation of two test Problem-Based Learning activities and testing and improvement using several different and complementary means of evaluation. By the end of a 2-year program of design, implementation, testing, and reflection and re-evaluation, two robust, engaging activities have been developed that provide an enhanced and diverse learning environment in the field course. The results suggest that Problem-Based Learning techniques would be a useful addition to the meteorology curriculum and suggestions for courses and activities that may benefit from this approach are included in the conclusions.

Item Type:Article
Divisions:Faculty of Science > School of Mathematical, Physical and Computational Sciences > Department of Meteorology
ID Code:34206
Publisher:The National Association of Geoscience Teachers

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