Geographical education through Problem-Based Learning: essay in two portuguese schools
In the current educational context, the pressing need to redefine existing paradigms becomes undeniable, especially in the field of geographic education. Two portuguese teachers in initial training, confronted by this reality, chose to overcome challenges by introducing Problem-Based Learning into...
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| Format: | Article |
| Language: | English |
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Asociación Española de Geografía
2025-01-01
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| Series: | Didáctica Geográfica |
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| Online Access: | https://didacticageografica.age-geografia.es/index.php/didacticageografica/article/view/736 |
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| author | Francisco Buzaglo Eduardo Lopes |
| author_facet | Francisco Buzaglo Eduardo Lopes |
| author_sort | Francisco Buzaglo |
| collection | DOAJ |
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In the current educational context, the pressing need to redefine existing paradigms becomes undeniable, especially in the field of geographic education. Two portuguese teachers in initial training, confronted by this reality, chose to overcome challenges by introducing Problem-Based Learning into their classrooms, turning it into a fundamental pillar for the teaching and learning of Geography. The obtained results prominently highlight the students' motivation, fostering a deeper understanding of geographical concepts. Furthermore, a noteworthy development of crucial cross-cutting skills was observed, with special emphasis on research, autonomy, and teamwork skills. The conclusions underscore the effectiveness of Problem-Based Learning as a didactic and pedagogical approach, emphasizing the ongoing imperative of innovation and adaptation in the educational field, particularly in Geography. This study not only validates the effectiveness of Problem-Based Learning but also emphasizes the importance of overcoming obstacles by teachers in training to implement dynamic and active approaches. The ability to transcend challenges proves essential to genuinely transform the educational process, preparing students to face increasingly prevalent future challenges. Thus, the initiative of these teachers in training not only illustrates the effectiveness of Problem-Based Learning but also highlights the relevance of resilience and innovation in the contemporary educational context, with particular emphasis on geographical education.
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| format | Article |
| id | doaj-art-665078f101d64f75911ad6a9788b4c64 |
| institution | Kabale University |
| issn | 0210-492X 2174-6451 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Asociación Española de Geografía |
| record_format | Article |
| series | Didáctica Geográfica |
| spelling | doaj-art-665078f101d64f75911ad6a9788b4c642025-01-30T10:56:54ZengAsociación Española de GeografíaDidáctica Geográfica0210-492X2174-64512025-01-012610.21138/DG.736Geographical education through Problem-Based Learning: essay in two portuguese schoolsFrancisco Buzaglo0Eduardo Lopes1Instituto de Geografia e Ordenamento do Território, Universidade de LisboaUniversidade de Lisboa In the current educational context, the pressing need to redefine existing paradigms becomes undeniable, especially in the field of geographic education. Two portuguese teachers in initial training, confronted by this reality, chose to overcome challenges by introducing Problem-Based Learning into their classrooms, turning it into a fundamental pillar for the teaching and learning of Geography. The obtained results prominently highlight the students' motivation, fostering a deeper understanding of geographical concepts. Furthermore, a noteworthy development of crucial cross-cutting skills was observed, with special emphasis on research, autonomy, and teamwork skills. The conclusions underscore the effectiveness of Problem-Based Learning as a didactic and pedagogical approach, emphasizing the ongoing imperative of innovation and adaptation in the educational field, particularly in Geography. This study not only validates the effectiveness of Problem-Based Learning but also emphasizes the importance of overcoming obstacles by teachers in training to implement dynamic and active approaches. The ability to transcend challenges proves essential to genuinely transform the educational process, preparing students to face increasingly prevalent future challenges. Thus, the initiative of these teachers in training not only illustrates the effectiveness of Problem-Based Learning but also highlights the relevance of resilience and innovation in the contemporary educational context, with particular emphasis on geographical education. https://didacticageografica.age-geografia.es/index.php/didacticageografica/article/view/736Teaching of GeographyProblem-Based LearningGeographical EducationTeacher Learning |
| spellingShingle | Francisco Buzaglo Eduardo Lopes Geographical education through Problem-Based Learning: essay in two portuguese schools Didáctica Geográfica Teaching of Geography Problem-Based Learning Geographical Education Teacher Learning |
| title | Geographical education through Problem-Based Learning: essay in two portuguese schools |
| title_full | Geographical education through Problem-Based Learning: essay in two portuguese schools |
| title_fullStr | Geographical education through Problem-Based Learning: essay in two portuguese schools |
| title_full_unstemmed | Geographical education through Problem-Based Learning: essay in two portuguese schools |
| title_short | Geographical education through Problem-Based Learning: essay in two portuguese schools |
| title_sort | geographical education through problem based learning essay in two portuguese schools |
| topic | Teaching of Geography Problem-Based Learning Geographical Education Teacher Learning |
| url | https://didacticageografica.age-geografia.es/index.php/didacticageografica/article/view/736 |
| work_keys_str_mv | AT franciscobuzaglo geographicaleducationthroughproblembasedlearningessayintwoportugueseschools AT eduardolopes geographicaleducationthroughproblembasedlearningessayintwoportugueseschools |