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Meeting the challenge of problem based learning in physics
Abstract
A modified Problem Based Learning (PBL) approach has been implemented and evaluated for the laboratory sessions of the Thermal Physics first year undergraduate module in academic year 99/00. The principal objective of this PBL approach is to get away from the 'cookbook' approach to teaching laboratories, and instead transform them into micro-research projects which demand higher order cognitive involvement of the students. This modified PBL approach involved conducting two hour laboratory sessions for each experiment: one hour from each of two consecutive weekly classes. The first week's session was rounded off with a question and answer session aimed at promoting higher order cognitive involvement by the students in the experimental work. The students conducted and discussed the experiments in groups of 3 to 4, while I acted as facilitator. One observation is that the weaker students in the class are uncomfortable with the lack of a detailed experimental demonstration. Comparing the student reports for academic year 99/00 (PBL approach) with those from 97/98 (conventional approach), indicates that student's have higher cognitive understanding of the experiments enabling them to answer questions more competently, and their integration and retention of knowledge is enhanced. Moreover the students were more involved and devoted more energy and enthusiasm to the experimental work when the modified PBL approach was employed in comparison to the more conventional approach to laboratory work.
Date Issued
2000
Call Number
QC30 Spr
Date Submitted
2000