ISHS Acta Horticulturae 672: IV International Symposium on Horticultural Education, Extension and Training
MAKING THE PEDAGOGICAL TRANSITION TO PROBLEM-BASED LEARNING IN A HORTICULTURE CURRICULUM |
| Authors: | A. Riseman, S.E. Binns, P.A. Jolliffe |
| Keywords: | problem-based learning, pedagogical change, learning outcomes |
| Abstract:
Changing instructional approaches to take advantage of non-traditional pedagogies is a difficult transition for any educational program. Our Faculty is undergoing such a pedagogical shift, both within its core curriculum and in its Horticulture stream. Our decision to attempt this transformation was based on several considerations including: (1) the identification of specific skill sets and learning outcomes needed by our students; (2) a critical assessment of the limitations of our traditional teaching structure in delivering those outcomes; and (3) the adoption of learning themes for the Faculty which required integration of previously isolated disciplines and placing them firmly in a real-world context. Without discarding our traditional methods of teaching such as lecturing, we are diversifying our pedagogy through the addition of a more active, learner-centered approach to teaching and learning through experiential and problem-based learning (PBL). Within a larger context of institutional change, this paper will outline and discuss the requirements for the effective introduction of PBL into a traditional horticulture program. These steps include the delineation of generic and specific learning outcomes, the development of the required infrastructure at both the institutional level (e.g. training workshops, space, personnel) and course level (e.g. case development, tutors, feedback/evaluation system), and the encouragement of commitment from all participants. Because it fosters constructive group work, PBL itself has been an important tool in helping instructors and students during this pedagogical transition. PBL is proving to be versatile and effective in horticultural instruction and it is capable of developing well-trained, broad-based horticulturalists who will continue to be life-long learners. | |
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