Developing Problem-Based Learning Approaches to Water Education in Mauritius

Abstract

This chapter reflects on how to develop a problem-based learning (PBL) approach as a strategy to strengthen the quality and relevance of water education in Mauritius. Problem-based learning is situated in real-life situations and is usually designed to engage students in a problem-solving activity that they can relate to and that can be seen as meaningful while emphasising the authentic feature of learning in context. This chapter therefore explains how a problem-based learning approach was developed in one secondary school context and describes possibilities for transforming classrooms into active learning environments with a dynamic interplay of questioning, explaining and designing investigations, communicating ideas, collaborating and reflecting. Assessment is critically discussed for both the processes and the products of the work and the roles of different key players, especially educators, within the school community in helping learner capabilities to deal with waterrelated issues. The chapter also highlights how problem-based learning eventually helps to develop an appropriate water-related environmental education strategy that can foster appropriate water management at the school