Teaching Introductory Ecology with Problem‐Based Learning

The popularity of ecology and historic trends toward larger class sizes have led to an increasing reliance on lecture and content‐driven learning; over‐reliance on these methods is associated with student difficulties in applying knowledge to solve complex environmental problems. Active learning is often cited as a remedy for poor student outcomes. Problem‐based learning, an active‐learning model, emphasizes student‐centered learning through problem‐solving activities driven by the search for problem solutions. This learning model develops critical thinking and problem‐solving skills while simultaneously advancing content knowledge. Problem‐based learning can enhance student knowledge and skill gains in introductory ecology courses; however, this method is rarely implemented in these courses. Adoption of active‐learning models is on the rise; however, instructors unfamiliar with educational theory and active‐learning methods may need support in understanding the efficacy of active learning and selecting a method from the multitude of instructional strategies available. To familiarize ecology instructors with one active‐learning model, problem‐based learning, the theoretical base, and evidence for its efficacy are reviewed. In addition, to assist instructors venturing into problem‐based learning, successful applications are highlighted and selected resources are provided for getting started.