Moving Beyond Chalk and Talk: Using Problem-Based-Learning In A Research Methods Course Sequence
| Author(s) | Aull-Hyde, Rhonda | |
| Author(s) | Ilvento, Thomas W. | |
| Date Accessioned | 2004-10-07T20:35:05Z | |
| Date Available | 2004-10-07T20:35:05Z | |
| Publication Date | 2003-01 | |
| 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. | en |
| Extent | 79642 bytes | |
| MIME type | application/pdf | |
| URL | http://udspace.udel.edu/handle/19716/117 | |
| Language | en_US | |
| Publisher | Department of Food and Economic Resources | en |
| Part of Series | SP02-05 | |
| Keywords | Problem-based learning (PBL) | en |
| Keywords | Education | en |
| Keywords | Critical thinking | en |
| Title | Moving Beyond Chalk and Talk: Using Problem-Based-Learning In A Research Methods Course Sequence | en |
| Type | Staff Paper | en |