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

291 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

Access to Document

10.1002/bmb.20204

Cite this

@article{8e73fcf3df784662a5b9ab9b8f1ee46d,

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

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.",

author = "Thomas Eberlein and Jack Kampmeier and Vicky Minderhout and Moog, {Richard S.} and Terry Platt and Pratibha Varma-Nelson and White, {Harold B.}",

year = "2008",

month = jul,

doi = "10.1002/bmb.20204",

language = "English (US)",

volume = "36",

pages = "262--273",

journal = "Biochemistry and Molecular Biology Education",

issn = "1470-8175",

publisher = "John Wiley and Sons Inc.",

number = "4",

}

TY - JOUR

T1 - Pedagogies of engagement in science

T2 - A comparison of PBL, POGIL, and PLTL

AU - Eberlein, Thomas

AU - Kampmeier, Jack

AU - Minderhout, Vicky

AU - Moog, Richard S.

AU - Platt, Terry

AU - Varma-Nelson, Pratibha

AU - White, Harold B.

PY - 2008/7

Y1 - 2008/7

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=49149093010&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=49149093010&partnerID=8YFLogxK

U2 - 10.1002/bmb.20204

DO - 10.1002/bmb.20204

M3 - Review article

C2 - 19381266

AN - SCOPUS:49149093010

SN - 1470-8175

VL - 36

SP - 262

EP - 273

JO - Biochemistry and Molecular Biology Education

JF - Biochemistry and Molecular Biology Education

IS - 4

ER -

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

Abstract

All Science Journal Classification (ASJC) codes

Access to Document

Other files and links

Fingerprint

Cite this