The power of problem‐based learning in teaching introductory science courses

Abstract

In its use of complex, real-world problems to introduce concepts and motivate learning in an active and cooperative learning environment, problem-based learning provides a powerful alternative to the passive lecture tradition in introductory science courses in biology, physics, and chemistry.The past decade has seen a national call for change in both the how and the what of college science teaching (science classes are taught using fifty-minute, content-driven lectures. Abstract concepts and principles are often presented first and only later illustrated with idealized examples that may be far removed from the students' personal experiences or interests. Memorization of facts and algorithmic problem solving are stressed, rather than conceptual understanding. The new information transferred to the student is assumed to fall into a preexisting framework with all the proper connections, automatically supplanting any contradictory ideas the student may already hold (Carey, 1986). Grade competition keeps students isolated; typical end-of-chapter, plug-and-chug exerdises foster knowledge without conceptual understanding (Mazur, 1992).In short, the structure of traditional science courses erects numerous roadblocks to students becoming actively involved in their own learning. Encouraging students to remain in this passive role in the classroom has the further unfortunate effects of promoting rote learning, obscuring rhe differences between high school and college thinking, and riveting intellectually immature students to a naive view of knowledge and its acquisition (

Innovative Approaches in Coach Education Pedagogy

“…To engage with the problem-based group work, the students also had to review their collective knowledge, identify the information they needed to solve a particular problem, research and learn that knowledge, and relate it to the problem. The problems, therefore, were designed to be challenging, complex, controversial and not least, interesting for the students (ALLEN et al, 1996). In addition, the problems had…”

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

“…Several large scale studies at post secondary institutions have supported the idea that student engagement in response to the delivery of the curriculum is as important as the actual content of the curriculum in determining student outcomes (Astin, 1993;Light, 2001;Pascarella & Terenzini, 2005). The unique problems of engaging students in large undergraduate classes have been noted in many publications (e.g., Allen, Duch, & Groh, 1996;Klegeris & Hurren, 2011;Long & Qin, 2014;MacGregor, Cooper, Smith, & Robinson, 2000;Murray & Summerlee, 2007;Pastirik, 2006;Reid, 2012). Several pedagogical practices have been used to increase student engagement such as problem-based learning, small group collaborative problem solving, and undergraduate research (Macgregor et al, 2000).…”

Preparing Students for Educated Living: Virtues of Problem‐Based Learning Across the Higher Education Curriculum

“…PBL also provides students with opportunities to gain insights into their own approach to solving problems (Allen, Duch, and Groh, 1996). As students transition from solving problems (a cognitive activity) to learning about their own approach to solving problems (a metacognitive activity), they begin asking themselves numerous questions that will provide insights into who they are as learners: Which problem-solving strategies work well for me?…”