Moving Beyond Chalk and Talk: Using Problem-Based-Learning In A Research Methods Course Sequence
Date
2003-01
Authors
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Journal ISSN
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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