Development of Problem-Based Learning in an English-Mediated College Science Course: Design-Based Research on Four Semesters Instruction
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Universities in Korea have driven universities’ new attempts to adopt more learner-centered and active learning in English. Problem-based Learning (PBL) is one of the well-known constructive teaching and learning methodologies in higher education. Our research goal was to design and develop the optimal PBL practices for a college physics course taught in English to promote learning and course satisfaction. For four semesters, we have tried and adjusted PBL components, and looked at the trend the exam scores and group work achievement in each semester. We found that the number of problems and the duration of problem solving are the critical factors that influence the effect of PBL in college physics course taught in English by going through iterative implementation. The iterative process of applying, designing, and constructing PBL to physics classes was meaningful not only in that we have found the optimal PBL model for learning college physics course, but also in that we have been reflecting on the continuous interaction with learners during the course.
Abstract
Universities in Korea have driven universities’ new attempts to adopt more learner-centered and active learning in English. Problem-based Learning (PBL) is one of the well-known constructive teaching and learning methodologies in higher education. Our research goal was to design and develop the optimal PBL practices for a college physics course taught in English to promote learning and course satisfaction. For four semesters, we have tried and adjusted PBL components, and looked at the trend the exam scores and group work achievement in each semester. We found that the number of problems and the duration of problem solving are the critical factors that influence the effect of PBL in college physics course taught in English by going through iterative implementation. The iterative process of applying, designing, and constructing PBL to physics classes was meaningful not only in that we have found the optimal PBL model for learning college physics course, but also in that we have been reflecting on the continuous interaction with learners during the course.
참고문헌 (24)
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