Moving Beyond Chalk and Talk: Using Problem-Based-Learning In A Research Methods Course Sequence

Date
2003-01
Authors
Aull-Hyde, Rhonda
Ilvento, Thomas W.
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Food and Economic Resources
Abstract
The average adult can concentrate for only about eight to ten minutes during an hour-long lecture. Thus, students’ ability to absorb information may be seriously impeded if we college professors talk nonstop. One alternative to the traditional “chalk and talk” instructional method is problem-based learning (PBL) – an instructional approach using real world problems as a format for students to acquire critical thinking, problem solving and group interaction skills. We describe how we transformed a two-course sequence in research methods into a problem-based-learning format. Student-reported benefits of the PBL approach include the need for higher-order thinking, improved group interaction skills, relevance of course material to real world situations, higher motivation and an overall higher level of class enjoyment.
Description
Keywords
Problem-based learning (PBL) , Education , Critical thinking
Citation