This ComPADRE record has not been chosen for inclusion into the Open Source Physics collection.
If you feel this record should be included, you may contact the editor using our feedback form.
This paper reports on 625 student responses and analyzes 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 conceptualized 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.
<a href="https://www.compadre.org/OSP/items/detail.cfm?ID=16131">Pepper, Coral. "‘There’s a lot of learning going on but NOT much teaching!’: student perceptions of Problem Based Learning in science." High. Educ. Res. Dev. 29, no. 6, (November 6, 2010): 693-707.</a>
C. Pepper, ‘There’s a lot of learning going on but NOT much teaching!’: student perceptions of Problem Based Learning in science, High. Educ. Res. Dev. 29 (6), 693 (2010), <https://doi.org/10.1080/07294360.2010.501073>.
Pepper, C. (2010, November 6). ‘There’s a lot of learning going on but NOT much teaching!’: student perceptions of Problem Based Learning in science. High. Educ. Res. Dev., 29(6), 693-707. Retrieved September 9, 2024, from https://doi.org/10.1080/07294360.2010.501073
Pepper, Coral. "‘There’s a lot of learning going on but NOT much teaching!’: student perceptions of Problem Based Learning in science." High. Educ. Res. Dev. 29, no. 6, (November 6, 2010): 693-707, https://doi.org/10.1080/07294360.2010.501073 (accessed 9 September 2024).
Pepper, Coral. "‘There’s a lot of learning going on but NOT much teaching!’: student perceptions of Problem Based Learning in science." High. Educ. Res. Dev. 29.6 (2010): 693-707. 9 Sep. 2024 <https://doi.org/10.1080/07294360.2010.501073>.
@article{
Author = "Coral Pepper",
Title = {‘There’s a lot of learning going on but NOT much teaching!’: student perceptions of Problem Based Learning in science},
Journal = {High. Educ. Res. Dev.},
Volume = {29},
Number = {6},
Pages = {693-707},
Month = {November},
Year = {2010}
}
%A Coral Pepper %T 'There's a lot of learning going on but NOT much teaching!': student perceptions of Problem Based Learning in science %J High. Educ. Res. Dev. %V 29 %N 6 %D November 6, 2010 %P 693-707 %U https://doi.org/10.1080/07294360.2010.501073 %O text/html
%0 Journal Article %A Pepper, Coral %D November 6, 2010 %T 'There's a lot of learning going on but NOT much teaching!': student perceptions of Problem Based Learning in science %J High. Educ. Res. Dev. %V 29 %N 6 %P 693-707 %8 November 6, 2010 %U https://doi.org/10.1080/07294360.2010.501073
Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Record Link
Save to my folders
