Affiliation:
1. Geography, University of Connecticut
2. Educational Psychology, University of Connecticut
Abstract
Abstract
Connecting theory to practice for our students is a recurrent challenge for any teacher. International studies pedagogy is no different. Problem-based learning (PBL) has emerged as a significant paradigm shift in the traditional college education from centering lecture-based delivery to a curriculum integrating real-world, authentic problems as the core of the instructional activity. This chapter discusses one approach, problem-based learning and examines the underlying educational research-based logic supporting the approach. It also presents one specific adaptable application, using simple Lego models, as a tool for teaching systems theory.