Fieldwork and Problem-based Learning

For the last two years a second year overseas residential field course run by the School of Geography in the University of Manchester has been restructured into a Problem-based Learning format. This paper reports on the reasons for change, describes the structures and learning outcomes underpinning the PBL-based field experience and also addresses problems of implementing such a course. It is concluded that the potential of a student-centred and group-based approach to fieldwork can be realised if PBL is adopted as an organising framework for the whole learning experience.