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| Vol. 20, No. 17 | June 14, 2001 |
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| Vol. 20, No. 17 | June 14, 2001 |
Problem-based learning (PBL) is a concept whose time has come, and thanks to the efforts of several foresighted faculty members, the University of Delaware is in the forefront of this educational movement.
Originally developed in medical school, PBL is based on real-world problems where students in small groups are encouraged to analyze problems and locate information through research and evaluate solutions. It encourages critical thinking, research and communication skills and working cooperatively.
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| Coeditors (from left) Deborah Allen, Barbara Duch and Susan Groh |
Barbara Duch, Mathematics and Science Education Resource Center; Deborah Allen, biological silences: and Susan Groh, chemistry and biochemistry; are pioneers in this interactive method of teaching and learning. They practice what they preach in their courses, give workshops on and off the campus, have written articles and made presentations at conferences and most recently have edited a book - The Power of Problem-Based Learning: A Practical How To for Teaching Undergraduate Courses in Any Discipline.
The trio was approached at a conference by the president of Stylus Publishing Co. two years ago to write a book on PBL. The result is a practical, how-to book on the topic that addresses the nuts and bolts of implementing PBL in college classrooms.
The book has received national attention, including a lengthy article in The Chronicle of Higher Education.
Clyde Freeman Herreid, director of the National Center for Case Study Teaching in Science, wrote, "If you ever wanted to know about PBL, here's the book for you. It's a splendid description of the secrets and strategies for any undergraduate classroom .... It is a practical guide for both faculty and administrators ...."
The Power of Problem-Based Learning is a UD product from start to finish, with chapters by those who have implemented PBL in their courses. It is divided into three sections: "Institutional Issues," "Planning for Effective Problem-Based Instruction" and "Case Studies from PBL in Different Disciplines."
The first part describes how to establish and encourage PBL on campus. UD received a National Science Foundation grant in 1997, and later a grant from Pew Charitable Trusts to help establish UD's Institute for Transforming Undergraduate Education, which encourages educational reform through faculty development and course design. The section also discusses the need for and role of administrative support.
In the second section on planning, different strategies are discussed for implementing PBL in the classroom. As George Watson, physics and astronomy, points out in his chapter on "Problem-Based Learning and the Three Cs of Technology" - computation, communication, and collections - technology has significantly increased the resources open to students. He writes. "Technology, its availability to students and its use by students has changed dramatically .... Has our teaching changed dramatically ...or do we continue to teach primarily as we were taught?"
The third section features descriptions from UD professors on how they use PBL in their classrooms in such diverse disciplines as legal studies, nursing, political science and biology. There also is a chapter on implementing PBL in large classes.
According to Duch, using PBL in the classroom makes teaching more exciting and challenging. PBL also helps students have a broader picture of the interrelationships between the disciplines they study, she said.
Allen pointed out that a survey showed that students taking Pathway courses think that less is expected of them, than in courses in their major. "They are surprised to discover that there are high expectations in classes that use PBL They are expected to attend lass, be prepared, be engaged in the material and work with their team," Allen said.
She introduces controversial issues in general science classes such as drilling in the Arctic, the ban on DDT or novel solutions to global warming - and has the students debate the issues after researching the topic. "Through their research on topic, they learn about biology, how to marshal their ideas and express them," she said.
Groh uses a combination of lectures and PBL in her general chemistry course. One real-world problem she uses is the use of salt to melt ice and its effect on the environment to illustrate chemical reactions.
"Group work is generally popular, and ground rules are created so that everyone understands what is expected of them," she said. She interacts with the student groups in her class to help them keep on the right track.
The 269-page book will soon be available at the University Bookstore. - Sue Moncure
