Problem-Based Learning for Healthy Hearts

Date
2013-04-16
Authors
Ketpura-Ching, Nan
Journal Title
Journal ISSN
Volume Title
Publisher
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.
Description
Keywords
PBL, problem-based learning, science education, anatomy
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
Rights
Access Rights
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.