A professor's pathway through problem-based learning

被引：2

作者：

Hodges, LC ^{[1
]}

机构：

[1] Princeton Univ, McGraw Ctr Teaching & Learning, Princeton, NJ 08544 USA

来源：

BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION | 2002年 / 30卷 / 04期

关键词：

Problem-based learning; faculty development; student development;

D O I：

10.1002/bmb.2002.494030040107

中图分类号：

Q5 [生物化学]; Q7 [分子生物学];

学科分类号：

071010 ; 081704 ;

摘要：

Numbers of articles document the power of problem-based learning in promoting various facets of student learning, yet many faculty are still hesitant to use this pedagogy. Balancing the complexity of the classroom dynamic in student-centered strategies and the content demands of our discipline with our personal philosophy of teaching is a challenging task. In this article I share my personal insights in adopting problem-based learning in an undergraduate survey course in biochemistry and the rewards and challenges that this pedagogy posed for my students and for me. I offer a rationale for adopting a holistic model of teaching that takes into account both our students' and our own intellectual and personal growth in the classroom.

引用

页码：255 / 257

页数：3

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