World Regional Geography and Problem-Based Learning: Using Collaborative Learning Groups in an Introductory-Level World Geography Course

Abstract

World Regional Geography was one of several classes developed during the pilot phase of Samford University's Problem-Based Learning initiative. The decision to adapt this geography class was based on a broad trend towards active learning in undergraduate institutions as well as more specific trends within the discipline of geography (Bonwell & Sutherland, 1996). Today's students need to be better prepared to solve spatially related problems in a shrinking world community. To accomplish this, geography needs to be transformed from a declarative enterprise based on facts to a problem-based enterprise (Golledge, 2001). In addition students are expected to leave college with more clearly defined transferable skills (Chalkley & Harwood, 1998). Finally students should be exposed to the vast array of print and electronic resources available as well, and they should develop evaluative skills in assessing the validity and appropriateness of those resources (Healey, 1998). The transformation of this general education class addresses all three of these concerns.