Problem-based learning can enhance reasoning and concept development among undergraduate college students by presenting content within authentic contexts. However, large lecture sections present problems and barriers to implementing PBL. This article discusses approaches using by the author to infuse PBL into large biology lecture sections, and explores waus in which challenges to PBL in these settings may be overcome.
CITATION STYLE
Bledsoe, K. E. (2011). Managing Problem-Based Learning in Large Lecture Sections. Bioscience Education, 18(1), 1–11. https://doi.org/10.3108/beej.18.1
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