Problems, pollution, and pedagogy: linking teaching and research through a problem based learning exercise

Of the links that have been made between teaching and research in GEES disciplines, it has been suggested that Problem-Based Learning satisfies at least two of them, namely engaging students in the research process, and allowing them to appreciate ‘state-of-the-art’ thinking in a certain subject. Combining these links with an exercise based on the tutor’s own research interests further strengthens this juncture. Finally, the change in curricula t owards a Problem-Based Learning approach can stem from active engagement with pedagogic research.

This paper documents a first run (for both students and staff) of such a Problem-Based Learning exercise, and shows that this teaching technique can strongly link the two practices of teaching and research in a way that benefits student learning.