Problem-Based Learning for Engineering Students: An Evidence-Based Comparative Study
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2008
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| _version_ | 1867181345604632576 |
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| author | Hsieh, Cynthia Knight, Lorrie |
| author_facet | Hsieh, Cynthia Knight, Lorrie Hsieh, Cynthia Knight, Lorrie |
| collection | Education Resources Information Center |
| contents | Problem-Based Learning for Engineering Students: An Evidence-Based Comparative Study Hsieh, Cynthia Knight, Lorrie Problem Based Learning Lecture Method Academic Libraries Library Instruction Engineering College Freshmen Comparative Analysis Instructional Effectiveness Outcomes of Education Cognitive Style This paper describes two studies, one a pilot and the second, an enhanced study, that compare problem-based learning and lecture-based learning in library instruction for first-year engineering students. Two distinct assessment strategies were used to provide empirical evidence that supports the use of problem-based learning as an effective teaching method. Based on the results of the enhanced study, the authors conclude that problem-based learning leads to better outcomes for the learning styles of engineering students. |
| format | Recurso educativo Open Access |
| id | eric_EJ786029 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2008 |
| record_format | eric |
| spellingShingle | Problem-Based Learning for Engineering Students: An Evidence-Based Comparative Study Hsieh, Cynthia Knight, Lorrie Problem Based Learning Lecture Method Academic Libraries Library Instruction Engineering College Freshmen Comparative Analysis Instructional Effectiveness Outcomes of Education Cognitive Style Problem-Based Learning for Engineering Students: An Evidence-Based Comparative Study Hsieh, Cynthia Knight, Lorrie Problem Based Learning Lecture Method Academic Libraries Library Instruction Engineering College Freshmen Comparative Analysis Instructional Effectiveness Outcomes of Education Cognitive Style This paper describes two studies, one a pilot and the second, an enhanced study, that compare problem-based learning and lecture-based learning in library instruction for first-year engineering students. Two distinct assessment strategies were used to provide empirical evidence that supports the use of problem-based learning as an effective teaching method. Based on the results of the enhanced study, the authors conclude that problem-based learning leads to better outcomes for the learning styles of engineering students. |
| title | Problem-Based Learning for Engineering Students: An Evidence-Based Comparative Study |
| topic | Problem Based Learning Lecture Method Academic Libraries Library Instruction Engineering College Freshmen Comparative Analysis Instructional Effectiveness Outcomes of Education Cognitive Style |
| url | https://eric.ed.gov/?id=EJ786029 |