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Problem-Based Learning in College Science

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Active Learning in College Science

Abstract

Problem-based learning (PBL) is an instructional method that reflects active learning and constructivist philosophy. It incorporates multiple instructional strategies to help students acquire and apply content knowledge and develop higher-order thinking, problem-solving, self-directed learning, and collaborative skills. These instructional strategies include problem-initiated/problem-driven instruction, real-life complex ill-structured problems, self-directed learning, and collaborative small group learning. PBL is also highly effective in cultivating students’ soft skills, such as collaboration, teamwork, professionalism, and workplace culture where traditional lecture-based instruction falls short. PBL is an effective pedagogy for preparing the next generation of scientists as well as promoting science literacy among general education students. With PBL, science is no longer a matter of memorizing scientific terms, definitions, formulae, and algorithms for solving abstract problems. Rather, PBL makes science part of everyday life. In this chapter, we discuss what PBL is, its characteristics, and how it facilitates science learning. We also examine the effects of PBL on science student learning outcomes and conclude with a list of recommendations for implementing PBL in college science courses.

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Authors and Affiliations

  1. Department of Education, Health & Behavior Studies, University of North Dakota, Grand Forks, ND, USA

    Woei Hung

  2. Department of Teaching, Leadership and Professional Practice, University of North Dakota, Grand Forks, ND, USA

    Ademola Amida

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  1. Woei Hung
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  2. Ademola Amida
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Correspondence to Woei Hung .

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Editors and Affiliations

  1. Departments of Biological Sciences and Science Education, California State University, Chico, CA, USA

    Joel J. Mintzes

  2. Science Learning Associates, Wrightsville Beach, NC, USA

    Joel J. Mintzes

  3. Department of Biological Sciences and Center for STEM Education, California State University, Fresno, CA, USA

    Emily M. Walter

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Hung, W., Amida, A. (2020). Problem-Based Learning in College Science. In: Mintzes, J.J., Walter, E.M. (eds) Active Learning in College Science. Springer, Cham. https://doi.org/10.1007/978-3-030-33600-4_21

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