Main Article Content
The aim of the article is to get a closer overview of the non-instructional methods of the teaching-learning process of geography. To achieve this goal, the results of the international project Borderland: Border Landscapes Across Europe(undertaken in 2012 and 2013, within the framework of LLP-Erasmus Programme) was presented. Special attention was paid on the innovative approach to learning methods, namely learning by doing (LBD) that was experienced in a multinational environment during the project’s implementation.
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License (Applies from Vol. 39 No. 3. 2020)
To Vol.39 No. 3.2020:
Attribution-NonCommercial-NoDerivatives 4.0 International CC BY-NC-ND 4.0
- Barrows H.S., 1996. Problem-Based Learning in Medicine and Beyond. New Direction for Teaching & Learning 68: 3–12. DOI: 10.1002/tl.37219966804.
- Biggs J.B., Tang C., 2011. Teaching for quality learning at university. What the students does, 4th edition. Open University press, Society for research into Higher Education, Berkshire.
- Boud D, Feletti G., 1997. Changing Problem-Based Learning. Introduction to the Second Edition. In: Boud D., Feletti G. (eds), The Challenge of Problem-Based Learning, 2nd Edition. Kogan Page, London.
- Boud D., Keogh R., Walker D., 1985. Reflection: Turning experience into learning. Kogan Page, London.
- Breunig M.C., 2005. Turning experiential education and critical pedagogy theory into praxis. Journal of Experiential Education 28(2): 106–122. DOI: 10.1177/1053825917690870.
- Breunig M.C., 2009. Teaching Dewey’s experience and education experientially. In Stremba B., Bisson Ch.A. (eds), Teaching Adventure Education Theory: Best Practices. Human Kinetics.
- Dewey J., 1938. Experience and education. Macmillan, New York.
- Duch B.J., Groh S.E., Allen D.E., 2001. Why Problem-Based Learning? a Case Study of Institutional Change in Undergraduate Education. In: Duch B.J., Groch S.E., Allen D.E., (eds), The Power of the Problem-Based Learning. A Practical „How to” for Teaching Undergraduate Courses in any Discipline. Stylus Publishing, Sterling, Virginia: 3–12.
- Gibbs G., 1992. Improving the quality of student learning. Technical and Educational Services Ltd., Bristol.
- Gibbs G., 1999. Using assessment strategically to change the way students learn. In: Brown S., Glasner A., (eds), Assessment Matters in Higher Education. Society for research into Higher Education and open University press, Maid-enhead: 41–53.
- Hawley D., 1992. Building Conceptual Understanding in Young Scientists. Journal of Geosciences Education 50(4): 363–371. DOI: 10.5408/1089-9995-50.4.363.
- Hmelo-Silver C.E., Barrows H.S., 2006. Goals and Strategies of a Problem-Based Learning Facilitator. Interdisciplinary Journal of Problem-Based Learning 1(1): 21–39. DOI: 10.7771/1541-5015.1004.
- Hussain I., 2012. Use of Constructivist Approach in Higher Education: An Instructors’ Observation. Creative Education 3(2): 179–184. DOI: 10.4236/ce.2012.32028.
- Jonassen D., 1991. Objectivism vs. constructivism. Do we need a new philosophical paradigm? Educational Technology Research and Development 39(3): 5–14. DOI: 10.1007/BF02296434.
- Knapp C., 1992. Lasting lessons: A teacher’s guide to reflecting on experience. WY: ERIC Clearinghouse on Rural Education and Small Schools. Charleston.
- Kolb D., Fry R. 1975. Toward an applied theory of experiential learning. In: Cooper C. (eds), Studies of group process. Wiley, New York: 33–57.
- Lambert D., 2014. Subject teachers in knowledge-led schools. In: Young M., Lambert D., Roberts C., Roberts M., (eds), Knowledge and the future school: curriculum and social justice, Bloomsbury Publication, London.
- Markuszewska I., Tanskanen M., Vila Subirós J., 2016. Boundaries from borders: Cross-border relationships in the context of the mental perception of a borderland – experiences from Spanish–French and Polish–German border twin towns. Quaestiones Geographicae 35(1): 105–119. DOI: 10.1515/quageo-2016-0010.
- Roberts T., 2006. A philosophical examination of experiential learning theory for agricultural educators. Journal of Agricultural Education 47(1): 17–29. DOI: 10.5032/jae.2006.01017.
- Schmidt H.G., 1983. Problem-based learning: Rationale and description. Medical Education 17: 11–16. DOI: 10.1111/j.1365-2923.1983.tb01086.x.
- Steffe L., Gale J., 1995. Constructivism in education. Hillsdale, Lawrence Erlbaum Associates, New York.
- Stringer E.T., Christensen L., Baldwin S.C., 2010. Integrating Teaching, Learning, and Action Research: Enhancing Instruction. SAGE Publications, Inc.
- Yew E.H.J., Schmidt H.G., 2012. What students learn in Problem-Based Learning: a process analysis. Instructional Science 40(2): 371–395. DOI: 10.1007/s11251-011-9181-6.
- Young M., 2014. Knowledge, curriculum and the future school. In: Young M., Lambert D., Roberts C., Roberts M., (eds), Knowledge and the future school: curriculum and social justice, Bloomsbury Publication, London.
- Wijnia L., Loyens S.M.M., Derous E., Schmidt H.G., 2015. How important are student-selected versus instructor-selected Resources for Student’s Learning and Motivation in Based –Problem Learning? Instructional Science 43(1): 39–58. DOI: 10.1007/s11251-014-9325-6.