scholarly journals Student Perceptions Change in a Chemical Engineering Class using Cooperative Problem Based Learning (CPBL)

2012 ◽  
Vol 56 ◽  
pp. 627-635 ◽  
Author(s):  
Fatimah Mohamad Adi ◽  
Fatin Aliah Phang ◽  
Khairiyah Mohd Yusof
Keyword(s):  
Student Perceptions ◽  
Chemical Engineering ◽  
Problem Based Learning

scholarly journals The relationship between student perceptions of tutor performance and tutors' background in problem-based learning in South Korea

2011 ◽  
Vol 2 ◽  
pp. 7-11 ◽  
Author(s):  
Eun-Kyung Chung ◽  
Maurice A. Hitchcock ◽  
Sun-A Oh ◽  
Eui-Ryoung Han ◽  
Young-Jong Woo
Keyword(s):  
South Korea ◽  
Student Perceptions ◽  
Problem Based Learning ◽  
The Relationship

Student perceptions of the benefits of problem-based learning

2007 ◽  
Vol 29 (2-3) ◽  
pp. 284-284 ◽  
Author(s):  
Chay-Hoon Tan ◽  
Zubair Amin ◽  
Hoon-Eng Khoo
Keyword(s):  
Student Perceptions ◽  
Problem Based Learning

Problem-Based Learning Biotechnology Courses in Chemical Engineering

2006 ◽  
Vol 22 (1) ◽  
pp. 173-178 ◽  
Author(s):  
C.E. Glatz ◽  
R. Gonzalez ◽  
M.E. Huba ◽  
S.K. Mallapragada ◽  
B. Narasimhan ◽  
...  
Keyword(s):  
Chemical Engineering ◽  
Problem Based Learning

scholarly journals Problem-based Learning Strategies for Teaching Military Social Work Practice Behaviors: Review and Evaluation

10.18060/1876 ◽  
2012 ◽  
Vol 13 (1) ◽  
pp. 112-131 ◽  
Author(s):  
James D. Whitworth ◽  
Joseph R. Herzog ◽  
Diane L. Scott
Keyword(s):  
Social Work ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Problem Based Learning ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Approaches ◽  
Social Work Faculty ◽  
Southeastern Us ◽  
Practice Behaviors

This article outlines and evaluates a military social work course as it has been taught by three social work faculty members at two universities in the southeastern US. The authors highlight why these courses are needed within social work undergraduate and graduate programs. They report how CSWE-identified military practice behaviors are addressed within the course. They also describe how practice-based learning approaches appear to be ideally suited for teaching military social work curricula. Data on student perceptions of military social work courses and the application of problem-based learning are presented along with an assessment of knowledge gains and ability to practice military social work. Findings reflect that social worker students find these courses helpful and that they believe that problem-based courses in this subject help prepare them for initial work with this population. They also highlight the need for an extensively updated military social work textbook addressing major changes within the military and social work over the last decade.

scholarly journals Evaluación de las actividades realizadas mediante la metodología de Aprendizaje Basado en Problemas

2020 ◽  
Author(s):  
Ramón Manuel Fernández-Domene ◽  
Rita Sánchez-Tovar ◽  
Gemma Roselló-Márquez ◽  
Patricia Batista-Grau ◽  
Rafael Leiva-García ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Oral Presentation ◽  
Chemical Engineering ◽  
Problem Based Learning ◽  
The Other ◽  
Self Assessment ◽  
Evaluation Approach ◽  
Other Hand ◽  
Teachers And Students ◽  
The Subject

The Problem-Based Learning (ABP) methodology requires an evaluation approach in which a series of specific and transversal competencies are evaluated. This evaluation must be formative allowing students to identify and correct mistakes in time. Therefore, it is necessary to have tools in order to evaluate suitably the learning outcomes and established competencies. In the subject of Corrosion which belongs to the second course of the Master of Chemical Engineering, the ABP has been evaluated through a report to be handed after each ABP session, where the main conclusions are collected after the cooperative resolution of the proposed problem and, on the other hand, by means of the notes taken by the teachers and students (co-assessment and self-assessment), after the oral presentation of the results and conclusions of the practice. In this work, for each of these evaluation activities, specific rubrics have been developed. From the different evaluation activities, it can be affirmed that the rubrics used are effective for the evaluation of the ABP methodology activities. In addition, it was possible to verify that the students have reached the learning results and it was also possible to detect the corrosion issues that pose the greatest difficulty to the students.

scholarly journals Problem-based learning in Gross Anatomy: Assessment Outcomes and Student Perceptions

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Chunhua Chen ◽  
Weiguang Zhang ◽  
Lihua Qin ◽  
Haimeng Cui ◽  
Dandan Linghu ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Evaluation Method ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Gross Anatomy ◽  
Health Science ◽  
Learning Method ◽  
Science Center ◽  
Learning Attitudes ◽  
Peking University

This study aimed to study whether the problem-based learning (PBL) as an educational strategy can be of great help in improving the quality of gross anatomy and the attitude of students towards the learning method in China. It was performed in Basic Science of Peking University Health Science Center. The study sample included 200 students and they were assigned to 20 groups. Data collection was done by a questionnaire survey and interview to examine the students’ learning attitudes and perceptions toward this platform as a possible learning tool. Data obtained were compared and the main themes were determined. At the end of data analyses, we gave feedback and evaluation. We found out the satisfaction of students with this learning method and the students’ interest and ability improvement after this teaching method. Also, we showed the problems and largest obstacle that the students face in this learning mode and their expectant evaluation method. The study clearly pointed out that the PBL benefits a lot for the students in the study of gross anatomy despite of the existing problems. In the future, we should implement PBL combined with the characteristics of traditional anatomy teaching in China.

Project/Problem Based Learning in the Field of Materials, Food, and Chemical Engineering at Helsinki Metropolia University of Applied Sciences

2015 ◽  
Vol 4 (4) ◽  
pp. 39-46 ◽  
Author(s):  
Carola Fortelius ◽  
Marja-Leena Akerman
Keyword(s):  
Applied Sciences ◽  
Chemical Engineering ◽  
Positive Response ◽  
Problem Based Learning ◽  
Independent Study ◽  
First Year ◽  
Cooperative Teaching ◽  
University Of Applied Sciences ◽  
Role Conceptions ◽  
Learning Concept

Project/problem based learning (PPBL) has been applied at the department of Biotechnology and Chemical Engineering, Helsinki Metropolia University of Applied Sciences, for a few years now. The authors' experiences from the PPBL with their first year Bachelor students are discussed in this paper. The problem based learning concept in connection with practical solutions for organizing the courses are contemplated critically. The authors found, that the new way to pursue studies in material, biotechnical and chemical engineering has meant a significant change for both students and educators. A positive response from the students could be seen in the form of augmentation of motivation and activity. Team skills have improved, as well as independent study capacity. Cooperative teaching and being more of a facilitator than a traditional instructor, also challenges the role conceptions for the educators.

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