Active and Problem-based Learning
Evaluating the Effectiveness of Problem-based Learning Tasks
Abstract
This paper discusses integrating Problem-based Learning (PBL) tasks into the curriculum for first-year undergraduate students in an English-medium university, in Turkey. First, brief review of a theoretical background to PBL will be described. The designing of the Technical English course, on the basis of this approach, will follow this. Sample tasks produced by the students will also be provided. The final section of the paper discusses the evaluation of the new course by means of student interviews. Interview findings demonstrate that the implementation of the PBL in the Technical English course encouraged students to take a more active role in their learning and made the course content more interesting. The study offers guidelines for the effective implementation of this novel approach to learning process, and discusses its wider implications.
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Etiketler:
ACHIEVEMENT, characteristic features, competency, computer, course content, Critical thinking, critical thinking skills, curriculum students, early 1970, Education, education in canada, Electronics, experience, Extracts, identificationâ, instructional method that challenges students, knowledge, law engineering, Learning, learning ability, Learning Theories, meaning, medical education, Methods and Theories, noise, novel approach, opportunity, pbl curriculum, pollutionâ, principal idea, problem based learning, professional fields, professional life, Research, self directed learning, session, student interviews, Student-centred learning, Superconductivity, Technical, theoretical background, Turkish