Problem-based learning in the field setting

Abstract

Conventional approaches in field instruction processes are often teacher centred, leaving little space for students to engage in collaborative inquiry, progressive problem solving, and self-directed learning. In contrast, problem-based learning (PBL) is highly scaffolded and is an inquiry-based learning process, which engages students in complex problem-solving environments to acquire and integrate their knowledge and skills. Supported by the Quality Education Fund of Hong Kong, the authors introduced a PBL approach to field-based learning to train local teachers through an educational research project. This innovative approach significantly enhanced the collateral development of knowledge, higher-order thinking, positive attitudes, perseverance, and ability of students to improvise in unforeseen situations. This chapter documents how school teachers were supported by the project team to conduct PBL in the field setting to enhance ways of student learning. The factors that make PBL become an effective field instruction and the considerations for its successful implementation are further explained and discussed.