We used the PBL method to improve the teaching and learning of the Protostomes discipline in the fieldwork classes from 2010 to 2020. This discipline is offered at the 2° year of the undergraduate course of Biological Sciences at Universidade Federal do Vale do São Francisco, Brazil. Protostomes study the ecology, morphology, and phylogeny of some invertebrate animals, such as crustaceans, molluscs, insects, and worms. During the field activities, students traveled to the coast to study protostomes from rocky shore and Restinga ecosystems. At study local, the students in groups of four or five were encouraged to ask and to answer questions and solve problems on the animals visualised by the naked eye. Also, they designed an experimental model to collect by traps some samples of protostomes, which were identified for them. Students also were stimulated to build or adapt a collect trap useful to study and conservation of protostomes. After the fieldwork class, the students did a presentation explaining their questions and problems. To evaluate this fieldwork class, we applied an online test and 37 students responded. They considered that PBL was better than the traditional method because it increased their learning and motivation in the fieldwork classes.

PBL applied to fieldwork classes of zoology

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)