Problem-based learning (PBL) in a biochemistry course


	Problem-based learning (PBL) in a biochemistry course

enbar

5-25-2008 11:15 PM

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tags:

academe, teaching, pedagogy, problem_based_learning, sotl, science, howto

enbar says:

Hal White of the University of Delaware (a major center for developing PBL strategies) gives an informal introduction to his style of using current and classic research to develop the "problems" that his students will tackle in the classroom.

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<div style="margin: 12px 0px; font-family: arial; color: #333333; background: #ffffff; border: solid 4px #e5e5e5; width: 100%; clear: left;"><div class="CM_CTB_Content_Wrap" style="margin: 0px; padding: 0px;background-color: #ffffff;"><div style="border-bottom: solid 1px #dcdcdc; white-space: nowrap; margin-bottom: 8px; background-color: #eeeeee ;background-image: url(http://www.clipmarks.com/images/source-bg.gif); background-repeat: repeat-x; height: 24px; line-height: 24px; vertical-align: middle; padding-bottom: 4px; color: #666666; font-size: 10px;" ><a href="http://clipmarks.com/clip-to-blog/" title="see clips that are hot right now"><img src="http://content.clipmarks.com/blog_embed/f4f9415a-cfd2-447c-92d4-b523f0fdd536/99DF34DD-512A-4BE2-A6F0-B53658C8B59D/" alt="" width="19" height="19" border="0" style="vertical-align: middle; margin: 0px 4px; display: inline; border: none; float:none;" /></a>clipped from <a title="http://www.udel.edu/pbl/cte/jan95-chem.html" href="http://www.udel.edu/pbl/cte/jan95-chem.html" style="font-size: 11px;">www.udel.edu</a></div><blockquote style="text-align: left; padding: 0px 8px; margin: 4px 0px 8px 0px; background: transparent; border: none;" cite="http://www.udel.edu/pbl/cte/jan95-chem.html"><H2>ABOUT TEACHING -- #47</H2></blockquote><div style="height: 2px; font-size: 2px; background: #dcdcdc; border-bottom: solid 1px #f5f5f5; margin: 2px 4px;"></div><blockquote style="text-align: left; padding: 0px 8px; margin: 4px 0px 8px 0px; background: transparent; border: none;" cite="http://www.udel.edu/pbl/cte/jan95-chem.html">
A Newsletter of the Center for Teaching Effectiveness
January 1995</blockquote><div style="height: 2px; font-size: 2px; background: #dcdcdc; border-bottom: solid 1px #f5f5f5; margin: 2px 4px;"></div><blockquote style="text-align: left; padding: 0px 8px; margin: 4px 0px 8px 0px; background: transparent; border: none;" cite="http://www.udel.edu/pbl/cte/jan95-chem.html"><H3>"CREATING PROBLEMS" FOR PBL</H3></blockquote><div style="height: 2px; font-size: 2px; background: #dcdcdc; border-bottom: solid 1px #f5f5f5; margin: 2px 4px;"></div><blockquote style="text-align: left; padding: 0px 8px; margin: 4px 0px 8px 0px; background: transparent; border: none;" cite="http://www.udel.edu/pbl/cte/jan95-chem.html"><B>Hal White</B></blockquote><div style="height: 2px; font-size: 2px; background: #dcdcdc; border-bottom: solid 1px #f5f5f5; margin: 2px 4px;"></div><blockquote style="text-align: left; padding: 0px 8px; margin: 4px 0px 8px 0px; background: transparent; border: none;" cite="http://www.udel.edu/pbl/cte/jan95-chem.html">
Invariably students do not understand an article when they first read
it.  Initially they must define learning issues -- words, concepts,
procedures, etc., that they will need to learn about before they can
understand the article.  Defining one's ignorance is a most important first
step in problem-based learning.  During the first day of group discussion,
students share their learning issues and attempt to resolve them.  Those that
remain at the end of class become group learning issues that are ranked in
order of their perceived importance and assigned to group members to look up
before the next class.  After several iterations of this process, students
demonstrate their understanding by completing a specific assignment such as: 
Write a 200-word abstract of the article.</blockquote><div style="height: 2px; font-size: 2px; background: #dcdcdc; border-bottom: solid 1px #f5f5f5; margin: 2px 4px;"></div><blockquote style="text-align: left; padding: 0px 8px; margin: 4px 0px 8px 0px; background: transparent; border: none;" cite="http://www.udel.edu/pbl/cte/jan95-chem.html"><div align="center"><img src="http://content6.clipmarks.com/blog_cache/www.udel.edu/img/9B2C72F2-0BE2-4FC0-9A55-CB9C31770F56" alt="" /></div></blockquote><div style="height: 2px; font-size: 2px; background: #dcdcdc; border-bottom: solid 1px #f5f5f5; margin: 2px 4px;"></div><blockquote style="text-align: left; padding: 0px 8px; margin: 4px 0px 8px 0px; background: transparent; border: none;" cite="http://www.udel.edu/pbl/cte/jan95-chem.html"><div align="center"><img src="http://content7.clipmarks.com/blog_cache/www.udel.edu/img/2AAE3A0A-51B8-4460-976D-B5B6049788E9" alt="" /></div></blockquote></div><div style="margin: 0px 6px 6px 4px;"><table style="font-size: 11px;border-spacing: 0px;padding: 0px;" cellpadding="0" cellspacing="0" width="100%"><tr><td style="background:transparent;border-width:0px;padding:0px;">&nbsp;</td><td align="right" style="background:transparent;border-width:0px;padding:0px;width:107px" width="107"><a href="http://clipmarks.com/share/99DF34DD-512A-4BE2-A6F0-B53658C8B59D/blog/" title="blog or email this clip"><img src="http://content8.clipmarks.com/images/c2b-foot.png" border="0" alt="blog it" width="107" height="17" style="border-width:0px;padding:0px;margin:0px;" /></a></td></tr></table></div></div>