Beyond problem-based learning: using dynamic PBL in chemistry

Tina Lyn Overton, Christopher A Randles

Research output: Contribution to journalArticleResearchpeer-review

46 Citations (Scopus)


This paper describes the development and implementation of a novel pedagogy, dynamic problem-based learning. The pedagogy utilises real-world problems that evolve throughout the problem-based learning activity and provide students with choice and different data sets. This new dynamic problem-based learning approach was utilised to teach sustainable development to first year chemistry undergraduates. Results indicate that the resources described here motivated students to learn about sustainability and successfully developed a range of transferable skills
Original languageEnglish
Pages (from-to)251-259
Number of pages9
JournalChemistry Education Research and Practice
Issue number2
Publication statusPublished - 2015

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