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Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education

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Abstract

In problem-based learning, scenarios relating to real life areused as a point of departure for the learning process. Eventhough the importance of suitable cases or scenarios in bringingabout a fruitful learning process is emphasised in theliterature, few studies focus on how they actually function inthe learning process. This study focuses on how the scenariosused in a ten-week introductory course of a new four-yearundergraduate programme in environmental science functioned interms of the structure and content of the questions they evoked.Data were gathered through diary notes from nine groups ofstudents, comprising 5–8 students per group. The data weresubjected to a qualitative analysis aimed at describing thestructure and content of the questions generated by the groups.Five different kinds of questions were identified and labelled;encyclopaedic, meaning-oriented, relational,value-oriented and solution-oriented. All scenarios generated questions pertaining to all five categories in all groups, butthe emphasis varied. The results are discussed in relation to thedesign of scenarios, and in relation to students' approaches tolearning.

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Authors and Affiliations

  1. Department of Behavioural Science, Linköping University, Sweden

    Madeleine Abrandt Dahlgren

  2. Department of Environmental Science, Linköping University, Sweden

    Gunilla Öberg

Authors
  1. Madeleine Abrandt Dahlgren
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  2. Gunilla Öberg
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Abrandt Dahlgren, M., Öberg, G. Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education. Higher Education 41, 263–282 (2001). https://doi.org/10.1023/A:1004138810465

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