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: | , , , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
American Society for Microbiology
2012
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/a851368ada5741a98eefe8bf6e48c5af |
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