Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability
Do We Teach What We Preach? An International Comparison of Problem- and Project-Based Learning Courses in Sustainability
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DOI：
10.3390/su5041725
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发表时间：
2013-04-01
期刊：
影响因子：
3.9
通讯作者：
Wiek, Arnim
中科院分区：
文献类型：
--
作者：
Brundiers, Katja;Wiek, Arnim
基于问题和项目的学习（PPBL）可持续性课程解决现实世界的可持续性问题。它们被认为是培养学生可持续发展专业知识的强大教育环境。然而，在实践中，这些课程往往未能充分纳入可持续发展能力，参与性研究教育和体验式学习。只有少数研究存在比较和评价PPBL课程国际上对一个综合体的文献，创造一个证据基础设计PPBL课程。本文介绍了PPBL课程的可持续发展框架，并回顾了世界各地（欧洲，北美，澳大利亚）的六个项目的PPBL实践。数据收集通过半结构化的定性访谈课程讲师和项目人员，以及文件分析。研究结果表明，审查PPBL课程是高质量的，精心设计的。每个PPBL课程都采用创新的方法来建立大学与私人组织之间的伙伴关系，扩展同行评审以及知识经纪人的作用。然而，研究结果也表明，包括缺乏关键的学习目标，以解决方案为导向的研究方法，并对实施的后续研究的弱点。通过比较设计，本研究揭示了针对所发现的挑战的改进策略，并为PPBL课程的设计和再设计提供了指导。
Problem- and project-based learning (PPBL) courses in sustainability address real-world sustainability problems. They are considered powerful educational settings for building students' sustainability expertise. In practice, however, these courses often fail to fully incorporate sustainability competencies, participatory research education, and experiential learning. Only few studies exist that compare and appraise PPBL courses internationally against a synthesized body of the literature to create an evidence base for designing PPBL courses. This article introduces a framework for PPBL courses in sustainability and reviews PPBL practice in six programs around the world (Europe, North America, Australia). Data was collected through semi-structured qualitative interviews with course instructors and program officers, as well as document analysis. Findings indicate that the reviewed PPBL courses are of high quality and carefully designed. Each PPBL course features innovative approaches to partnerships between the university and private organizations, extended peer-review, and the role of knowledge brokers. Yet, the findings also indicate weaknesses including paucity of critical learning objectives, solution-oriented research methodology, and follow-up research on implementation. Through the comparative design, the study reveals improvement strategies for the identified challenges and provides guidance for design and redesign of PPBL courses.