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| Autore principale: | |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2011
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=EJ964615 |
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Sommario:
- Extended Problem-Based Learning Improves Scientific Communication in Senior Biology Students Kolber, Benedict J. Expertise Undergraduate Students Library Research Action Research Problem Based Learning Biology Writing Skills Teaching Methods Science Instruction Critical Thinking Learning Processes Models This article describes a model of extended problem-based learning that instructed upper-level undergraduate students to focus on a single biological problem while improving their critical thinking, presentation, and scientific-writing skills. This course was developed in response to students' requests for formal training in oral presentation methods and hypothesis development. The goal for each student was not to learn a set of facts related to their biological problem. Instead, the goal was to teach the students that they could become experts in any biological problem through a cooperative process. To encourage this process, students learned about internet and library research of primary-scientific literature, strategies for reading literature, tips on presentation skills, and strategies for hypothesis development. Although this pilot course was done with a small cohort of students, direct and indirect assessments demonstrated an increase in the students' confidence to master material and in their comfort with oral and written presentation of scientific data over the course of the semester. (Contains 3 tables and 3 figures.)