Problem-Based Learning
Editorial Commentaries by Harold B. White
Published in Biochemistry and Molecular Biology Education

BAMBED

Citation

 

Title

Biochem. Educ. 26, 1 (1998)

The Tertiary and Quaternary Structure of Biochemistry ‑ A Pedagogical Analogy

28, 211 (2000)

Experimenting with Problem-based Learning

28, 265-6 (2000)

Case Studies and Problem-based Learning

28, 330-1 (2000)

Why Teach Enzyme Kinetics?

29, 24-25 (2001)

Problem-based Learning Curricula vs. Problem-based Learning Courses

29, 79 (2001)

What makes Problem-based Learning Tutors Different?

29, 115 (2001)

Simple Analogies for Teachers and Students New to Problem-based Learning

29, 152-3 (2001)

The Problem-based Learning Page of Biochemical Education 1993-2000 (with C. Smith)

29, 204-5 (2001)

Problem-based Learning, Faculty Development, and Institutional Change

29, 255-6 (2001)

Problem-based Learning and the Power of Stories

30, 56 (2002)

Problem-based Learning Testing

30, 120 (2002)

Problem-based Learning and Disciplinary Boundaries

30, 196 (2002)

Writing and Individual Accountability in Problem-based Learning

30, 248 (2002)

Looking for Good Problem-based Learning Problems

30, 313-4 (2002)

Classic Articles as Problem-based Learning Problems

30, 419 (2002)

The Promise of Problem-based Learning

31, 131 (2003)

Preparing Group Facilitators for Problem-based Learning

31, 188-9 (2003)

Making Problem-based Medical Education Work

31, 260-1 (2003)

Wrap-up Assignments for Problem-based Learning Problems

31, 337 (2003)

Problem-based Learning and Becoming a Physician

31, 422-3 (2003)

Hiring Researchers who want to Teach

32, 49 (2004)

Problem-based Learning and Undergraduate Research

32, 120 (2004)

Constructivist Pedagogy

32, 196-7 (2004)

Biochemistry and Academic Abstinence

32, 263-4 (2004)

Dealing with Doubt

32, 348-9 (2004)

Ethical Conduct in the Laboratory: Looking the Other Way

32, 410-1 (2004)

Math Literacy

33, 54-55 (2005)

What’s worth knowing? Learning? Teaching? Understanding?

33, 133-134(2005)

Problem-based learning and grade inflation

33, 227-228(2005)

Changing Minds with “Trick” Questions

33, 361-362(2005)

Generating Discussion during Examinations

33, 431-432(2005)

Problems without Answers

34, 49 (2006)

Litmus Test for Biochemistry Students

34, 129-130 (2006)

Do We Need to Understand How the Brain Works to Teach Well?

34, 227 (2006)

Questioning for Deeper Understanding in Problem-based Learning

34, 305 (2006)

Who Was Linus Pauling?

34, 384-385 (2006)

Teaching without Bloom or Piaget

34, 447-448 (2006)

Gender, Educational Reform, Promotion and Tenure

35, 70 (2007)

Do Biology and Chemistry Educators Talk to Each Other?

35, 151-152 (2007)

Putting Students in Our Place

35, 211-212 (2007)

What do Students Say about Problem-based Learning?

35, 298-299 (2007)

Tribute to Herman T. Epstein (1920 - 2007)
  35, 370-371 (2007)
  Introducing the Language of Biochemistry
  35, 446-447 (2007)   PhD in Biochemistry Education?
  36,  65 (2008)   Lecturing with Stone-age Technology
  36, 147-148 (2008)   Five Minute University
  36, 234-235 (2008)
  Critiquing Final Examination Practices
  36, 253-254 (2008)
  Ph.D. in Biochemistry with Research in Education
  36, 433-434 (2008)
  Putting Ourselves in the Students' Place
  37, 56-57 (2009)  Identifying and Mentoring Future Faculty
  37, 116-117 (2009)  How do we Learn to Think?
  37, 186-187 (2009)  Teaching Rewards and Itemized Billing
  37, 249 (2009)  Cultivating Students' Curiosity with Problem-based Learning
  37, 307-308 (2009)  Is Teaching Privately Academic Freedom?
  37, 369-370 (2009)  Biochemistry De-natured-How Unstructured Outdoor Play can Support Later Learning
  38, 35-36 (2010)  Biochemistry Re-natured
  38, 116 (2010)
  38, 266-267 (2010)
  38, 408-409 (2010)
  39, 467-468 (2011)
  40, 138-139 (2012)
  41, 187-188 (2013)
  41, 443-444 (2013)
 Brain Respiration Fuels Problem-Solving Activity
 Biochemistry and Molecular Biology Educators Launch National Network (+5 coauthors)
 Teachers : Researchers :: Altruistic : Self-centered?
 Analysis of Examination Questions Reveal Low Faculty Expectations
Visualizing the Perception Filter and Breaching It with Active-learning Strategies
Do You Teach the Way You Learn?   See The Teaching Professor Blog on this.
Challenging the Central Dogma of Teaching





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Last updated: 25 November 2013 by Hal White [halwhite at udel dot edu]
Copyright 2013, Department of Chemistry and Biochemistry, University of Delaware