Summary: J. Nat. Resour. Life Sci. Educ.,Vol. 33, 2004 · 21
A Problem-Based Learning Approach to Teaching
Introductory Soil Science
José A. Amador* and Josef H. Görres
Department of Natural Resources Science, Univ. of Rhode Island, Kingston,
RI 02881. Received 10 July 2003. *Corresponding author (jam7740u@
Published in J. Nat. Resour. Life Sci. Educ. 33:2127 (2004).
© American Society of Agronomy
677 S. Segoe Rd., Madison, WI 53711 USA Abbreviations: PBL, problem-based learning.
At most land-grant universities in the USA, Introduction to
Soil Science is traditionally taught using a combination of lecture
and laboratory formats. To promote engagement, improve com-
prehension, and enhance retention of content by students, we de-
veloped a problem-based learning (PBL) introductory soil science
course. Students work in groups to solve five real-life problems
during the semester for approximately five class periods each.
Every problem is contained within a study unit that has learn-