Abstract
This article reports on a problem-based learning (PBL) fieldwork activity carried out by geography education students on the Mooi River in the North West province of South Africa. The value of doing practical fieldwork using a PBL approach in the training of geography teachers was researched by means of an interpretative multimethods approach. Findings indicated that students experienced this approach positively as a teaching and learning strategy and expanded their view on the complexity of environmental issues. PBL fieldwork should be part of the training program of geography teachers and can add to the growth of ecologically literate citizens.
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