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ERIC Number: EJ1094007
Record Type: Journal
Publication Date: 2015-Sep
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0047-231X
Research and Teaching: Assessing the Effect of Problem-Based Learning on Undergraduate Student Learning in Biomechanics
Mandeville, David; Stoner, Mark
Journal of College Science Teaching, v45 n1 Sep 2015
The aim of this study was to assess the effect of using the problem-based learning (PBL) teaching strategy on student academic achievement and secondary learning outcomes when compared with the traditional lecture (TL) for an undergraduate Biomechanics course. Successive undergraduate Biomechanics courses--a TL cohort and a PBL cohort--were assessed for academic achievement using identical exams. Additionally, PBL alumni (PBLa) rated their acquisition of the secondary learning outcomes: critical thinking, problem solving, effective communication, and evidence-based practice.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A