Implementation of Problem-Based Learning in Environmental Chemistry

Autor/inn/en	Jansson, Stina; So¨derstro¨m, Hanna; Andersson, Patrik L.; Nording, Malin L.
Titel	Implementation of Problem-Based Learning in Environmental Chemistry
Quelle	In: Journal of Chemical Education, 92 (2015) 12, S.2080-2086 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed500970y
Schlagwörter	Problem Based Learning; Chemistry; Environmental Education; College Science; Student Centered Learning; Graduate Students; Curriculum Development; Instructional Effectiveness; Science Instruction; Case Studies; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Chemie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Ausland; Schweden
Abstract	Environmental Chemistry covers a range of topics within the discipline of chemistry, from toxicology to legislation, which warrants interdisciplinary study. Consequently, problem-based learning (PBL), a style of student-centered learning which facilitates the integration of multiple subjects, was investigated to determine if it would be a more appropriate instructional method for teaching Environmental Chemistry than the traditional teacher-centered education model. This article describes the practical aspects of course development and implementation of PBL in a master's level course in Environmental Chemistry. Overall, the results, which were collected from the initial two years of the course, indicated that the students were pleased and found PBL to be an efficient methodology for not only learning, but also acquiring an in-depth understanding of Environmental Chemistry. This is intended as a case-study with the target audience consisting primarily of high school and undergraduate chemistry teachers, but may also be useful for teachers in other subject areas with an interest in student-centered education. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01