Using the ‘Grieving’ Process and Learning Journals to Evaluate Students' Responses to Problem-Based Learning in an Undergraduate Geography Curriculum

Problem-based learning (PBL) works with a series of problems that form the syllabus for a course or the basis of a curriculum. Learning occurs through the definition of the problem and its attempted resolution. PBL is challenging but offers much potential for geography with its interdisciplinary character. The challenge to geography lecturers is to become facilitators of student learning. This paper outlines an approach to PBL in a single module in the first year of an undergraduate degree programme. The approach involved cycles of learning and employed learning journals as a means of encouraging student reflection. These journals show how students struggled to come to terms with PBL and how it challenged their conceptions of learning. Woods's (1994 Woods, D. R. 1994. Problem-based Learning: How to Gain the Most from PBL, Hamilton: McMaster University. [Google Scholar]) ‘grieving process’ is a helpful way of understanding this process. The students did seem to make the transition from ‘teach me’ to ‘help me to learn’ and to appreciate the benefits of PBL.