Pedagogies of Engagement in Science: A Comparison of PBL, POGIL, and PLTL

Autor/inn/en	Eberlein, Thomas; Kampmeier, Jack; Minderhout, Vicky; Moog, Richard S.; Platt, Terry; Varma-Nelson, Pratibha; White, Harold B.
Titel	Pedagogies of Engagement in Science: A Comparison of PBL, POGIL, and PLTL
Quelle	In: Biochemistry and Molecular Biology Education, 36 (2008) 4, S.262-273 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20204
Schlagwörter	Problem Based Learning; Peer Teaching; Science Instruction; Inquiry; Teamwork; Cooperative Learning; Student Participation; Active Learning; Teaching Methods; Student Evaluation; Grading; College Science; Comparative Analysis + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Peer group teaching; Peer Group Teaching; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Notengebung
Abstract	Problem-based learning, process-oriented guided inquiry learning, and peer-led team learning are student-centered, active-learning pedagogies commonly used in science education. The characteristic features of each are compared and contrasted to enable new practitioners to decide which approach or combination of approaches will suit their particular situation. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10