The Power of Problem-Based Learning: A Practical "How To" for Teaching Undergraduate Courses in Any Discipline - Hardcover
Synopsis
"If you have ever wanted to know about PBL, here's the book for you."?Clyde Freeman Herreid, Director of the National Center for Case Study Teaching in Science
Focuses on the practical questions which anyone wishing to embark on PBL will want to know: "Where do I start?"–"How do you find problems?"–"What do I need to know about managing groups?"–"How do you grade in a PBL course?"
The case studies from a variety of disciplines?including biochemistry, pre-law, physics, nursing, chemistry, political science and teacher education?provide examples of practice.
"synopsis" may belong to another edition of this title.
Review
I have followed the superb activities of these authors and colleagues at the University of Delaware to bring PBL to undergraduate education. In this book, they share their experience. This three part book does not disappoint. --PBL Insight
About the Author
<strong>Barbara J. Duch</strong> is Associate Director of the Mathematics & Science Education Resource Centre at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL. <br><br> <strong>Susan E. Groh</strong> is Assistant Professor in Chemistry and Biochemistry at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL. <br><br> <strong>Deborah E. Allen</strong> is Associate Professor and Undergraduate Programs Director in the Department of Biological Sciences at the University of Delaware where, in 1992, she was one of a handful of science faculty who began to adapt PBL to their courses in the introductory sciences. This initial PBL effort became the impetus for a faculty-driven reform of undergraduate education on campus. She has also published widely and presented many workshops on PBL.
"About this title" may belong to another edition of this title.
