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written by Coral Pepper
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.
Higher Education Research & Development: Volume 29, Issue 6, Pages 693-707
Subjects Levels Resource Types
Education - Basic Research
- Assessment
= Instruments
= Self Assessment
- Behavior
- Problem Solving
= Processes
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Article
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Pedagogy Guide
- Administrators
- Researchers
- Educators
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© 2010 Informa UK, Ltd.
DOI:
10.1080/07294360.2010.501073
Keywords:
Constructivist Theory, PBL, Problem-Based Learning, authentic instruction, constructivism
Record Creator:
Metadata instance created July 6, 2022 by Lauren Bauman
Record Updated:
August 4, 2022 by Caroline Hall
Last Update
when Cataloged:
November 6, 2010
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Record Link
AIP Format
C. Pepper, , High. Educ. Res. Dev. 29 (6), 693 (2010), WWW Document, (https://doi.org/10.1080/07294360.2010.501073).
AJP/PRST-PER
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>.
APA Format
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 December 9, 2022, from https://doi.org/10.1080/07294360.2010.501073
Chicago Format
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 December 2022).
MLA Format
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 Dec. 2022 <https://doi.org/10.1080/07294360.2010.501073>.
BibTeX Export Format
@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} }
Refer Export Format

%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

EndNote Export Format

%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


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