Introducing Problem-Based Learning Into Quantitative Analysis: A Primer Guide and Literature Review
Abstract
The author evaluates the implementation of a problem-based learning (PBL)-based case as a new pedagogical approach to teaching science courses at the University of Nebraska at Omaha. After writing an original problem-based case, paired professors/researchers teaching Quantitative Chemistry introduced the case study method to sophomore classes of science majors. In small-group format, the students worked on the case, which exposed them to the concept of cooperative learning communities and culminated with a written report/solution and an in-class presentation. The author reviews the literature utilizing this pedagogical approach in the teaching of college science courses, discusses implementation strategies for using problem-based cases, and analyzes students' reactions to this method. Feedback evaluations provide the opportunity for students unfamiliar with PBL to critique this approach to learning as well as give their impressions of its effectiveness. The author considers the utility and applicability of problem-based cases to the teaching of other undergraduate chemistry courses.
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