This paper suggests that geographers could profitably employ problem-based learning (PBL) in the preparation of students for field classes. Following a brief review of recent issues and contributions to teaching and learning on field classes, the paper examines the characteristics of PBL and its application in other disciplines, especially medicine. Ir is argued that PBL encourages active and deep learning in students and can readily be applied to fieldwork preparation. A case study of such an application to a second-year undergraduate field class is given.
