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ERIC Number: EJ904146
Record Type: Journal
Publication Date: 2010-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0729-4360
"There's a Lot of Learning Going on but NOT Much Teaching!": Student Perceptions of Problem-Based Learning in Science
Pepper, Coral
Higher Education Research and Development, v29 n6 p693-707 Dec 2010
In this paper I report on 625 student responses and analyse student perceptions of Problem-Based Learning during their first semester at university. The data I present outlines the scope of the implementation at six entry-level units for the years 2007 to 2009 and is followed by a qualitative analysis of student responses. Eight themes are conceptualised as stretching along a continuum with one end point representing an instrumentalist and superficial response and the opposite end representing a professional and more thoughtful response. Despite some tension, this implementation of Problem-Based Learning into the Science Faculty was, in the main, challenging, time-consuming and rewarding for the majority of students. Two implications for science education evident as a result of this study are that the general student response to change is more positive if they are informed and supported when a different teaching and learning strategy is introduced and that many students require training and support to become self-directed learners. (Contains 7 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A