Effects Of A Problem-Based Learning Approach On Attitude Change
The authors of this article taught a problem-based general studies science course to academically gifted university students. The course focused on the scientific and sociopolitical issues associated with habitat conservation via large scale reserve networks. By teaching the course with this method, the authors hoped that students would understand more of the basic principles of conservation science and environmental management, and have a more favorable opinion of efforts to preserve biodiversity. To test success of these objectives questionnaires were given to students at the start and end of the course, and 16 months after the end of the course. These same tests were administered to a group of control students in other Clarkson University classes.
An analysis of the questionnaires showed that:
- Content knowledge increased significantly between the beginning and end of the semester for the honors students, but not for the control students. The honors students showed no significant change in content knowledge between the end of the semester and 16 months later.
- Comments about the course were generally positive about everything except for the volume of reading assignments. Most students said that the course opened their eyes to regional environmental issue and gained a greater range of perspectives about conservation planning.
In general, these results indicate that an open-ended, problem-based learning approach to teaching about conservation science and environmental management to honors college students is effective in improving content knowledge. It also appears to increase student interest and awareness about these issues, especially compared to subjects with no formal instruction.