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Moving Beyond Chalk And Talk: Using Problem-Based-Learning In A Research Methods Course Sequence

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  • Aull-Hyde, Rhonda L.
  • Ilvento, Thomas W.
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    Abstract

    The average adult can concentrate for only about eight to ten minutes during an hour-long lecture. Thus, students' ability to absorb information may be seriously impeded if we college professors talk nonstop. One alternative to the traditional "chalk and talk" instructional method is problem-based learning (PBL) - an instructional approach using real world problems as a format for students to acquire critical thinking, problem solving and group interaction skills. We describe how we transformed a two-course sequence in research methods into a problem-based-learning format. Student-reported benefits of the PBL approach include the need for higher-order thinking, improved group interaction skills, relevance of course material to real world situations, higher motivation and an overall higher level of class enjoyment.

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    File URL: http://purl.umn.edu/15832
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    Bibliographic Info

    Paper provided by University of Delaware, Department of Food and Resource Economics in its series Staff Papers with number 15832.

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    Date of creation: 2002
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    Handle: RePEc:ags:udelsp:15832

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    Related research

    Keywords: Research Methods/ Statistical Methods; Teaching/Communication/Extension/Profession;

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