Comparing a Modified Problem-Based Learning Approach to a Traditional Approach to Teaching Heat Transfer
Experience has convinced me that traditional lectures are easy for the professor, but are not always the best educational approach for the majority of my students. Over the years I have tried to incorporate more active approaches in the classroom. I incorporated many active learning activities and added technology-driven modifications to my courses. More recently I tried adding problem-based learning (PBL) to my classes. I found that light use of a modified form of PBL along with a variety of other active learning elements have improved the level of student involvement, classroom morale, and, ultimately, the learning that occurred in my classes.
C. P. Luks, "Comparing a Modified Problem-Based Learning Approach to a Traditional Approach to Teaching Heat Transfer," Proceedings of the 120th ASEE Annual Conference and Exposition (2013, Atlanta, GA), American Society for Engineering Education (ASEE), Jun 2013.
120th ASEE Annual Conference and Exposition (2013: Jun. 23-26, Atlanta, GA)
Chemical and Biochemical Engineering
Keywords and Phrases
Active Learning; Educational approach; Problem based learning; Problem-based learning approaches; Student involvements; Traditional approaches, Engineering education, Teaching
Article - Conference proceedings
© 2013 American Society for Engineering Education (ASEE), All rights reserved.
01 Jun 2013