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ERIC Number: EJ852325
Record Type: Journal
Publication Date: 2003
Pages: 9
Abstractor: ERIC
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1536-7509
Approaches to Cell Biology Teaching: Learning Content in Context--Problem-Based Learning
Allen, Deborah; Tanner, Kimberly
Cell Biology Education, v2 n2 p73-81 Sum 2003
In answering the call of the American Association for the Advancement of Science (1990) that "science should be taught as science is practiced at is best," science faculty across the country have systematically begun to infuse their skills, perspectives, and experiences as scientists into the instructional approaches they select for their undergraduate classrooms. Problem-based learning (PBL), which diffused into undergraduate science instruction from the medical school setting over 10 years ago, is one of those approaches. This article presents an overview of the PBL process. It also discusses the use of PBL in the undergraduate setting as well as presents additional strategies for using PBL in large enrollment courses. (Contains 2 tables and 1 figure.)
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A