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Abstract Title: Student Epistemologies in Project-based Learning Courses
Abstract: Although there has been interest in problem/project-based learning in the PER community as an active engagement strategy, most work done to date, however, has focused on introductory courses. This poster describes research on upper-division quantum mechanics, a junior/senior level course at Creighton University, which was taught using PBL pedagogy with no in-class lectures.  Growth and changes in student epistemologies as a result of the non-traditional pedagogy are presented.  In particular, students emerged from a project-based course more confident in their abilities to dig into the textbook, seek out and find literature, and better prepared to be in charge of their own learning.  Students felt more confident to confront more realistic, research-like problems and to succeed in future graduate work.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Gintaras Duda
Creighton University
2500 California Plaza
Omaha, NE 68178
Phone: 402-280-5730
Fax: 402-280-2140
Co-Author(s)
and Co-Presenter(s)
Kristina Ward

Contributed Paper

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Contributed Poster

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