Assessing student workload in Problem Based Learning: Relationships among teaching method, student workload and achievement. A case study in Natural Sciences

被引：57

作者：

Ruiz-Gallardo, Jose-Reyes ^{[1
]}

Castano, Santiago ^{[2
]}

Gomez-Alday, Juan J. ^{[2
]}

Valdes, Arturo ^{[3
]}

机构：

[1] Univ Castilla La Mancha, Dept Pedag, Fac Educ, Albacete 02071, Spain

[2] Univ Castilla La Mancha, Dept Geol Engn, Fac Educ, Albacete 02071, Spain

[3] Univ Castilla La Mancha, Dept Environm Sci, Fac Educ, Albacete 02071, Spain

来源：

TEACHING AND TEACHER EDUCATION | 2011年 / 27卷 / 03期

关键词：

Teacher training school; Geology; Workload; Problem Based Learning (PBL); Cooperative learning; Outcomes; PERFORMANCE; TIME; PERCEPTIONS; ENVIRONMENT; FEEDBACK; OUTCOMES; ANXIETY; STRESS;

D O I：

10.1016/j.tate.2010.11.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning, and its relationship with student outcomes. Results show that the change clearly overloads students if it is not adequately planned and monitored. Marks, drop-outs and attendance were markedly better with the new instruction method, but also with a higher workload. The main conclusion is that calculating student workload in terms of hours is very important, but especially when implementing a change in teaching style. (C) 2010 Elsevier Ltd. All rights reserved.

引用

页码：619 / 627

页数：9

共 2 条

[1] Profile of Student Analytical Thinking Skills in the Natural Sciences by Implementing Problem-Based Learning Model
Suyatman
Saputro, Sulistyo
Sunarno, Widha
Sukarmin
JOURNAL OF EDUCATIONAL CULTURAL AND PSYCHOLOGICAL STUDIES, 2021, (23): : 89 - 111
[2] Assessing the effectiveness of flipped classroom teaching-learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study
Mengesha, Assefa Kebad
Ayele, Habtamu Semagne
Misker, Melshew Fenta
Beyna, Alemante Tafese
BMC MEDICAL EDUCATION, 2024, 24 (01)

← 1 →