摘要：This paper describes some ways in which we have tried to bring clarity to students on how problem-solving (‘research’) can be of value both inside and outside the university. These ideas were implemented within a refurbished Stage 3 module, Applied Geomorphology. A Problem-Based Learning (PBL) approach was used, not only in lectures, but also in various forms of assessment, including the unseen examination. Additionally, we used a team approach to learning and student support. We also provide some numerical data about student results in teamwork projects and in the examination. We advocate the PBL approach as a means of effectively linking teaching and research in Geography.
