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Problem-Based Learning for Healthy Hearts
|TCC_paper_final_nkc.pdf||184.88 kB||Adobe PDF||View/Open|
|13142s.ppt||6.2 MB||Microsoft Powerpoint||View/Open|
|Title:||Problem-Based Learning for Healthy Hearts|
|Keywords:||PBL, problem-based learning, science education, anatomy|
|Issue Date:||16 Apr 2013|
|Publisher:||18th Annual Technology, Colleges, and Community Worldwide Online Conference|
|Citation:||Ketpura-Ching, N. (2013, April 16). Scholarly communication: Problem-Based Learning for Healthy Hearts. PowerPoint presented at 18th Annual Technology, Colleges, and Community Worldwide Online Conference|
|Abstract:||New content has primarily been introduced through lectures in content-heavy science courses. Students are often disengaged in this teacher-centered instructional method. Currently, there are few published studies on the effect of problem-based learning (PBL) in high school science classes in the United States. The purpose of this action research study is to evaluate the effectiveness of PBL module in a blended learning environment to increase concept attainment in high school students at a private high school on O‘ahu. Students worked in teams of three to four to complete a set of tasks relating to the cardiovascular system while role-playing as medical assistants at a fictitious cardiology clinic. In addition, students were asked to complete a pre-module and a post-module survey. Results indicate that students successfully learned new concepts in regards to the cardiovascular system. Students found the scenario-based tasks to be engaging and fun while learning applicable concepts pertaining to the human cardiovascular system.|
|Rights:||Please see the Creative Commons license for this item.|
Attribution-NonCommercial-ShareAlike 3.0 United States
|Appears in Collections:||ETEC 690, Spring 2013|
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