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The Application and Assessment of Problem-Based Learning Methods in Biochemistry Classes

Received: 16 January 2017     Accepted: 25 January 2017     Published: 22 February 2017
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Abstract

Problem-based learning (PBL) approach which has been widely applied in pedagogy for decades to brings challenges, interest, motivation and enjoyment into the class environment. In this study, PBL was undertaken for the first time in Biochemistry classes in our institute. According to the teaching effectiveness of classes and the statistic results in questionnaire, it is showed that almost all of the PBL students could accept this teaching method and students in the advanced class felt easier to adjust to this method than those in common class. However, some minor problems should be solved in the further popularization.

Published in Higher Education Research (Volume 2, Issue 2)
DOI 10.11648/j.her.20170202.13
Page(s) 44-49
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Problem-Based Learning (PBL), Biochemistry, Instructor and Trainees, Educational Reform, Pedagogy

References
[1] Barrows HS, Tamblyn RM (1980) Problem-Based Learning: An Approach to Medical Education. New York: Springer.
[2] Gallagher S, Stepien W, Sher B, Workman D (1995) Implementing problem-based learning in science classrooms. School Science and Mathematics, 95: 136-146.
[3] Biggs J (2003) Teaching for Quality Learning at University, Buckingham: Open University Press.
[4] Ward Janet D, Lee Cheryl L (2002) A review of problem-based learning. Journal of Family and Consumer Sciences Education, 20 (1): 16-26.
[5] Tchudi S, Lafer S (1996) The interdisciplinary teacher’s handbook: Integrated teaching across the curriculum. Portsmouth, NH: Boynton/Cook.
[6] So H, Kim B (2009) Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25 (1): 101-116.
[7] Bayard B (1994) Problem-based learning in dietetic education: A descriptive and evaluative case study and an analytical comparison with a lecture based method (Doctoral dissertation, University of Wisconsin, 1994/1995).
[8] Colliver JA (2000) Effectiveness of problem-based learning curricula: Research and theory. Academic Medicine, 75 (3): 259-266.
[9] Stepien W, Gallagher S (1993) Problem-based learning: As authentic as it gets. Educational Leadership, 50 (7): 25-30.
[10] Katz M (1996) Teaching organic chemistry via student-directed learning. Journal of Chemical Education, 73: 440-445.
[11] Lieux E, Duch B (1995) Strategies for teaching quantity food production and service: Lecture method versus problem based learning. In C. Kohnke & R. Maize (Eds.).
[12] Macdonald R. Assessment strategies for enquiry and problem-based learning. Handbook of Enquiry and Problem Based Learning, 2005.
[13] Ding X, Zhao L, Chu H, Tong N, Ni C, Hu Z, Zhang Z, Wang M (2014) Assessing the effectiveness of problem-based learning of preventive medicine education in China. Scientific Reports, 4: 5126.
[14] Verena K, Genevieve N (2014) A guide to using case-based learning in biochemistry education. Biochemistry & Molecular Biology Education, 42 (6): 457-473.
[15] Norman GR, Schmidt HG (2016) Effectiveness of problem-based learning curricula: theory, practice and paper darts. Medical Education, 50 (8): 793-797.
[16] Imafuku R, Kataoka R, Mayahara M, Suzuki H, Saiki T (2014) Students’ experiences in interdisciplinary problem based learning: A discourse analysis of group interaction. Interdisciplinary Journal of Problem-Based Learning, 8 (2): 1-18.
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  • APA Style

    Yin Zhou, Yi Li. (2017). The Application and Assessment of Problem-Based Learning Methods in Biochemistry Classes. Higher Education Research, 2(2), 44-49. https://doi.org/10.11648/j.her.20170202.13

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    ACS Style

    Yin Zhou; Yi Li. The Application and Assessment of Problem-Based Learning Methods in Biochemistry Classes. High. Educ. Res. 2017, 2(2), 44-49. doi: 10.11648/j.her.20170202.13

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    AMA Style

    Yin Zhou, Yi Li. The Application and Assessment of Problem-Based Learning Methods in Biochemistry Classes. High Educ Res. 2017;2(2):44-49. doi: 10.11648/j.her.20170202.13

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  • @article{10.11648/j.her.20170202.13,
      author = {Yin Zhou and Yi Li},
      title = {The Application and Assessment of Problem-Based Learning Methods in Biochemistry Classes},
      journal = {Higher Education Research},
      volume = {2},
      number = {2},
      pages = {44-49},
      doi = {10.11648/j.her.20170202.13},
      url = {https://doi.org/10.11648/j.her.20170202.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20170202.13},
      abstract = {Problem-based learning (PBL) approach which has been widely applied in pedagogy for decades to brings challenges, interest, motivation and enjoyment into the class environment. In this study, PBL was undertaken for the first time in Biochemistry classes in our institute. According to the teaching effectiveness of classes and the statistic results in questionnaire, it is showed that almost all of the PBL students could accept this teaching method and students in the advanced class felt easier to adjust to this method than those in common class. However, some minor problems should be solved in the further popularization.},
     year = {2017}
    }
    

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Author Information
  • College of Life Science and Biotechnology, Wuhan Institute of Bioengineering, Wuhan, China

  • College of Life Science and Biotechnology, Wuhan Institute of Bioengineering, Wuhan, China

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