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The Value of 'Having a Go': Trialing a Project-Based Learning Activity to Inform Curriculum Design
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Stokes, Alison; Harmer, Nichola – Journal of Geoscience Education, 2018
Active, student-centered pedagogies such as project-based learning (PjBL) can offer significant potential for engaging undergraduates with complex sustainability issues. Driven by institution-wide curriculum changes and informed by educational theories and evidence from previous studies, a trial PjBL activity was designed and delivered on three…
Descriptors: Student Projects, Active Learning, Undergraduate Students, Geography Instruction
"Choice May Not Necessarily Be a Good Thing": Student Attitudes to Autonomy in Interdisciplinary Project-Based Learning in GEEs Disciplines
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Harmer, Nichola; Stokes, Alison – Journal of Geography in Higher Education, 2016
Project-based learning (PjBL) is argued to foster a more democratic approach to education, particularly through increasing students' autonomy over their learning. This article presents the findings of research into students' views relating to autonomy over topic choice and group constitution during a series of trial interdisciplinary PjBL…
Descriptors: Interdisciplinary Approach, Student Attitudes, Personal Autonomy, Active Learning