Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL

Thomas Eberlein; Jack Kampmeier; Vicky Minderhout; Richard S. Moog; Terry Platt; Pratibha Varma-Nelson; Harold B. White

doi:10.1002/bmb.20204

Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL

Thomas Eberlein, Jack Kampmeier, Vicky Minderhout, Richard S. Moog, Terry Platt, Pratibha Varma-Nelson, Harold B. White

School of Science, Engineering & Technology (Harrisburg)

Research output: Contribution to journal › Review article › peer-review

317 Scopus citations

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.

Original language	English (US)
Pages (from-to)	262-273
Number of pages	12
Journal	Biochemistry and Molecular Biology Education
Volume	36
Issue number	4
DOIs	https://doi.org/10.1002/bmb.20204
State	Published - Jul 2008

All Science Journal Classification (ASJC) codes

Biochemistry
Molecular Biology

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10.1002/bmb.20204

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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.",

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AU - Platt, Terry

AU - Varma-Nelson, Pratibha

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Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL

Abstract

All Science Journal Classification (ASJC) codes

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