Problem-Based Learning and Creative Instructional Approaches for Laboratory Exercises in Introductory Crop Science

Autor/inn/en	Teplitski, Max; McMahon, Margaret J.
Titel	Problem-Based Learning and Creative Instructional Approaches for Laboratory Exercises in Introductory Crop Science
Quelle	In: Journal of Natural Resources and Life Sciences Education, 35 (2006), S.209-216 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-9053
Schlagwörter	Teaching Methods; Science Laboratories; Science Curriculum; Student Attitudes; Problem Based Learning; Soil Science; Introductory Courses; Science Instruction; College Students; Questionnaires; Large Group Instruction; Web Based Instruction; Agricultural Education; Horticulture; Computer Assisted Instruction; Ohio + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Problem-based learning; Problemorientiertes Lernen; Bodenkunde; Einführungskurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Collegestudent; Fragebogen; Web Based Training; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Gartenbau; Computer based training; Computerunterstützter Unterricht
Abstract	The implementation of problem-based learning (PBL) and other inquiry-driven educational techniques is often resisted by both faculty and students, who may not be comfortable with this learning/instructional style. We present here a hybrid approach, which combines elements of expository education with inquiry-driven laboratory exercises and educational games. A web-assisted instruction was also used during two of the four quarters when this introductory crop science course was offered in this format. The hybrid approach was developed to ease the transition to PBL. Because students' attitudes toward the course often contribute to the learning outcome, their responses to the course were evaluated based on a standard questionnaire. The results indicate that students' attitudes toward the effectiveness of learning correlated mostly with their attitude toward the instructor, even though both instructors used similar teaching techniques. (Contains 1 figure and 1 table.) (Author).
Anmerkungen	American Society of Agronomy. 677 South Segoe Road, Madison, WI 53711. Tel: 608-273-8080; Fax: 608-273-2021; Web site: http://www.jnrlse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10