The Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years

Use of open-ended Problem-Based Learning (PBL) in biology classrooms has been limited by the difficulty in designing problem scenarios such that the content learned in a course can be predicted and controlled, the lack of familiarity of this method of instruction by faculty, and the difficulty in as...

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Autores principales:	Todd R. Steck, Warren DiBiase, Chuang Wang, Anatoli Boukhtiarov
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2012
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/a851368ada5741a98eefe8bf6e48c5af
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spelling	oai:doaj.org-article:a851368ada5741a98eefe8bf6e48c5af2021-11-15T15:20:10ZThe Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years10.1128/jmbe.v13i1.3891935-78851935-7877https://doaj.org/article/a851368ada5741a98eefe8bf6e48c5af2012-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v13i1.389https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Use of open-ended Problem-Based Learning (PBL) in biology classrooms has been limited by the difficulty in designing problem scenarios such that the content learned in a course can be predicted and controlled, the lack of familiarity of this method of instruction by faculty, and the difficulty in assessment. Here we present the results of a study in which we developed a team-based interdisciplinary course that combined the fields of biology and civil engineering across three years. We used PBL scenarios as the only learning tool, wrote the problem scenarios, and developed the means to assess these courses and the results of that assessment. Our data indicates that PBL changed students’ perception of their learning in content knowledge and promoted a change in students’ learning styles. Although no statistically significant improvement in problem-solving skills and critical thinking skills was observed, students reported substantial changes in their problem-based learning strategies and critical thinking skills.Todd R. SteckWarren DiBiaseChuang WangAnatoli BoukhtiarovAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 13, Iss 1, Pp 2-10 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Todd R. Steck Warren DiBiase Chuang Wang Anatoli Boukhtiarov The Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years
description	Use of open-ended Problem-Based Learning (PBL) in biology classrooms has been limited by the difficulty in designing problem scenarios such that the content learned in a course can be predicted and controlled, the lack of familiarity of this method of instruction by faculty, and the difficulty in assessment. Here we present the results of a study in which we developed a team-based interdisciplinary course that combined the fields of biology and civil engineering across three years. We used PBL scenarios as the only learning tool, wrote the problem scenarios, and developed the means to assess these courses and the results of that assessment. Our data indicates that PBL changed students’ perception of their learning in content knowledge and promoted a change in students’ learning styles. Although no statistically significant improvement in problem-solving skills and critical thinking skills was observed, students reported substantial changes in their problem-based learning strategies and critical thinking skills.
format	article
author	Todd R. Steck Warren DiBiase Chuang Wang Anatoli Boukhtiarov
author_facet	Todd R. Steck Warren DiBiase Chuang Wang Anatoli Boukhtiarov
author_sort	Todd R. Steck
title	The Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years
title_short	The Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years
title_full	The Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years
title_fullStr	The Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years
title_full_unstemmed	The Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years
title_sort	use of open-ended problem-based learning scenarios in an interdisciplinary biotechnology class: evaluation of a problem-based learning course across three years
publisher	American Society for Microbiology
publishDate	2012
url	https://doaj.org/article/a851368ada5741a98eefe8bf6e48c5af
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The Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years

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