The power of problem-based learning : a practical "how to" for teaching undergraduate courses in any discipline

By B. J. Duch, S. Groh, D. Allen. 2001

709 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7b2d0ea680452b0783892e483c3af015361284bd

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Citations in the corpus

Teaching Teamwork and Problem Solving Concurrently (2008, background): “Furthermore, these observations are consistent with findings in both problem-based and team-based learning (e.g., Duch et al., 2001; Fink, 2002; Knight, 2002).”
The Pros and Cons of Problem-Based Learning from the Teacher’s Standpoint (2011, methodology): “In addition to these formats, PBL has also been extensively employed as a partial approach, i.e., in single subjects in otherwise conventional/lecture-based curricula (e.g., Duch et al., 2001) and at given points of lecture-based subjects (also known as ‘post-holing’).”
Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex. (2005, methodology): “…fearless individuals have adapted problem-based learning (PBL) or the case study method to large-class settings (Donham et al., 2001; Reddy, 2000; Shipman and Duch, 2001), we will focus for the most part on strategies and activities that typically do not require such a radical reframing of…”
Problem-based Learning in Geography: Towards a Critical Assessment of its Purposes, Benefits and Risks (2006, background): “…teach and how do students Note: The above comments are synthesized from: Barrows (1988); Cuseo (1992); Wilkerson and Gijselaers (1996); Clark & Wareham (1998); Rhem (1998); Duch (1999); Leckman et al. (1999); Boud (2000); Savin-Baden (2000); Duch et al. (2001); Chapman et al. (2002). learn?””
Pedagogies of Engagement: Classroom‐Based Practices (2005, background): “”1 The largest-scale implementation of PBL in the United States in undergraduate courses (including large introductory courses) is at the University of Delaware in Newark, Delaware, where it is used in many courses, including biology, biochemistry, chemistry, criminal justice, education, internation”
Peer tutoring and social dynamics in higher education (2007, background): “In addition, peers are often considered the most powerful influence in undergraduate education, even more so than advisors and instructors (Duch et al., 2001; Ender & Newton, 2000; Fortney et al., 2001; Garside, 1996; Newcomb & Wilson, 1966).”