Problem-based learning approaches in meteorology

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

Are tutor behaviors in problem-based learning stable? A generalizability study of social congruence, expertise and cognitive congruence

The purpose of this study was to investigate the stability of three distinct tutor behaviors (1) use of subject-matter expertise, (2) social congruence and (3) cognitive congruence, in a problem-based learning (PBL) environment. The data comprised the input from 16,047 different students to a survey of 762 tutors administered in three consecutive semesters. Over the three semesters each tutor taught two of the same course and one different course. A generalizability study was conducted to determine whether the tutor behaviors were generalizable across the three measurement occasions. The results indicate that three semesters are sufficient to make generalizations about all three tutor behaviors. In addition the results show that individual differences between tutors account for the greatest differences in levels of expertise, social congruence and cognitive congruence. The study concludes that tutor behaviors are fairly consistent in PBL and somewhat impervious to change. Implications of these findings for tutor training are discussed

The Structural Relationship Between Students' Epistemological Beliefs And Conceptions Of Teaching And Learning

The aim of the present study was to explore the relationship between students’ epistemological beliefs and conceptions of teaching and learning. The results showed that the epistemological beliefs dimension ‘learning effort/process’ was positively related to the constructivist conception of teaching and learning, and negatively related to the traditional conception of teaching and learning, indicating that students recognize the importance of self-directed learning. The relationships that were established between the ‘expert knowledge’ dimension of epistemological beliefs and the conceptions of teaching and learning show that students who do not believe in teachers as a main source of expertise tend to have constructivist conceptions of teaching and learning. Moreover, a positive relationship was found between the ‘certainty of knowledge’ dimension and the traditional conception of teaching and learning. These findings are in line with a constructivist philosophy of education and the principles of problem-based learning