Zoology Students' Experiences of Collaborative Enquiry in Problem-based Learning

This paper presents an action-research case study that focuses on experiences of collaboration in a problem-based learning (PBL) course in Zoology. Our PBL model was developed as a research activity in partnership with a commercial organisation. Consequently, learning was grounded in genuine situations of practice in which a high degree of collaboration was essential for a successful outcome. A particular social context was established in which tutors and students endeavoured to interact as learners to negotiate and construct new understandings and develop life-long learning skills. Students valued the quality of working relationships, the democratic way in which group work was facilitated, and the opportunities for freedom of action and thought. During the course, participants achieved new insights into themselves as learners and this meta-cognitive skill was seen as important for developing the necessary competence in diagnostic self-assessment for PBL. Students had not previously encountered PBL and the transitional nature of their experiences is discussed.