Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL

By T. Eberlein, J. Kampmeier, Vicky Minderhout, R. Moog, Terry Platt, P. Varma-Nelson, H. White. Biochemistry and Molecular Biology Education, 2008

373 citations recorded by the source corpus.

Problem‐based learning, process‐oriented guided inquiry learning, and peer‐led team learning are student‐centered, active‐learning pedagogies commonly used in science education. The characteristic features of each are compared and contrasted to enable new practitioners to decide which approach or combination of approaches will suit their particular situation.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/6f4577ce0c460bf29d7289ed0da248c8223e7078

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Citations in the corpus

Problem‐based Learning: Influence on Students' Learning in an Electrical Engineering Course (2011, background): “The fields of science, technology, engineering, and math (STEM) education has also increasingly implemented problem-based learning with an increased attention and the backing of the National Science Foundation during the past two decades (Eberlein et al., 2008).”
The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty (2015, background): “EBIPs are instructional practices that have been empirically demonstrated to promote students’ conceptual understanding and attitudes toward STEM (Eberlein et al. 2008; Handelsman et al. 2004; National Research Council 2011, 2012), with the greatest impacts observed among women and members of…”
Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis (2020, methodology): “(Eberlein et al., 2008; Gijbel, Dochy, Bossche, & Segers, 2005).”
Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module (2012, methodology): “The POGIL instructional strategy has been endorsed by the National Science Foundation after 2 decades of showing positive results in undergraduate basic science courses.(5,6) The investigatorshypothesized that theflipped classroominstructional model would improve student test performance and student”
Increased Course Structure Improves Performance in Introductory Biology (2011, background): “The exercises consisted of one to three exam-style questions on the topic currently being discussed in class (Farrell et al., 1999; Eberlein et al., 2008).”
An integrative review of in-class activities that enable active learning in college science classroom settings (2017, background): “In the exploration phase, students are given a model to explore and find patterns (Eberlein et al., 2008), thus creating the basis of knowledge for the remainder of the activity (Hu & Shepherd, 2013).”