Student Assessment of Problem-based Learning: differences by gender

被引：0

作者：

Carmona Martinez, Mercedes ^{[1
]}

Conesa Perez, Ma Carmen ^{[1
]}

Ros Clemente, Ma Isabel ^{[1
]}

机构：

[1] Univ Catolica San Antonio Murcia, Murcia, Spain

来源：

HISTORIA Y COMUNICACION SOCIAL | 2014年 / 19卷

关键词：

Problem-based learning; teaching methodology; gender differences;

D O I：

10.5209/rev_HICS.2014.v19.44997

中图分类号：

J9 [电影、电视艺术]; I235 [电影、电视、广播剧];

学科分类号：

摘要：

This research aims to evaluate the application of Problem Based Learning (PBL) methodology in response to students' gender. Numerous investigations observe differences in learning styles and strategies as for gender that can influence the assessment of a particular teaching method. After conducting a survey which evaluates the effectiveness of applied learning procedures, we find that despite contrast was made by equal average in most cases, the differences were not significant in terms of student gender in such assessment.

引用

页码：725 / 734

页数：10

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