Author(s): Barbara J. Duch, Susan E. Groh, Deborah E. Allen
Year: 2001
Language: English
Pages: 256
Contents......Page 6
Preface
......Page 9
1. Why Problem-Based Learning?
......Page 14
2. Faculty Mentoring Faculty
......Page 24
Appendix to Chapter 2
......Page 34
3. Make it So
......Page 38
4. Models for Problem-Based Instruction in Undergraduate Courses
......Page 50
5. Writing Problems for Deeper Understanding
......Page 58
Appendix to Chapter 5......Page 66
6. Strategies for Using Groups
......Page 70
7. Getting Started in Problem-Based Learning
......Page 80
8. Undergraduate Group Facilitators to Meet the Challenges of Multiple Classroom Groups
......Page 90
9. Assessment Strategies in a Problem-Based Learning Course
......Page 106
Appendix to Chapter 9
......Page 118
10. Problem-Based Learning and the Three Cs of Technology
......Page 120
11. The Evolution of Problem-Based Learning in a Biotechnology Course
......Page 132
12. A PBL Course that Uses Research Articles as Problems
......Page 142
13. Integrating Active Learning and the Use of Technology in Legal Studies Courses
......Page 152
14. Problem-Based Learning in Large and Very Large Classes
......Page 160
15. Problem-Based Learning: Preparing Nurses for Practice
......Page 176
16. The Large and The Small of It
......Page 190
Appendix to Chapter 16
......Page 202
17. PBL, Politics, and Democracy
......Page 204
18. Using Problem-Based Learning in General Chemistry
......Page 218
Appendix to Chapter 18
......Page 230
19. A Skeptic's Look at PBL
......Page 234
20. PBL in Preservice Teacher Education
......Page 248
21. Introductory Physics
......Page 262
Appendix 1 to Chapter 21
......Page 277
Appendix 2 to Chapter 21
......Page 279
Index
......Page 282