Geographical education through Problem-Based Learning: essay in two portuguese schools

Abstract

In the current educational context, the pressing need to redefine existing paradigms becomes undeniable, especially in the field of geographic education. Two portuguese teachers in initial training, confronted by this reality, chose to overcome challenges by introducing Problem-Based Learning into their classrooms, turning it into a fundamental pillar for the teaching and learning of Geography. The obtained results prominently highlight the students' motivation, fostering a deeper understanding of geographical concepts. Furthermore, a noteworthy development of crucial cross-cutting skills was observed, with special emphasis on research, autonomy, and teamwork skills. The conclusions underscore the effectiveness of Problem-Based Learning as a didactic and pedagogical approach, emphasizing the ongoing imperative of innovation and adaptation in the educational field, particularly in Geography. This study not only validates the effectiveness of Problem-Based Learning but also emphasizes the importance of overcoming obstacles by teachers in training to implement dynamic and active approaches. The ability to transcend challenges proves essential to genuinely transform the educational process, preparing students to face increasingly prevalent future challenges. Thus, the initiative of these teachers in training not only illustrates the effectiveness of Problem-Based Learning but also highlights the relevance of resilience and innovation in the contemporary educational context, with particular emphasis on geographical education.