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首页> 外文会议>ASEE Annual Conference & Exposition;American Society for Engineering Education Annual Conference & Exposition >Using Problem Based Learning to Teach Thermodynamics:The Good, the Bad, and the UglyPaper 2005-2092
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Using Problem Based Learning to Teach Thermodynamics:The Good, the Bad, and the UglyPaper 2005-2092

机译：使用基于问题的学习方法教热力学：好，坏和丑陋的纸张2005-2092

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摘要

A problem based learning (PBL) approach was used to teach the first course in ChemicalEngineering Thermodynamics (First Law, Second Law, Fluid PropertyThermodynamics). PBL was compared to a traditional lecture approach and an activelearning approach which were used to teach the same course by the same instructor interms immediately before and after the PBL term. Student learning was assessed in allthree classes through traditional tests specifically structured to assess the first four levelson Bloom’s scale of higher learning: knowledge; comprehension; application; andanalysis. Student course and instructor evaluations were used to gauge the affectiveresponse of Rose-Hulman students to the PBL approach as compared to the other twomethods of teaching. According to the exam results, PBL was found to be at least aseffective as the other teaching techniques at all 4 Bloom Levels, however teaching ratingswere significantly lower for the PBL course than for either straight lecture or activelearning approaches. This talk will present a comparison the quantitative results for PBLversus other teaching methods and give the author’s opinions as to the other benefits andproblems with using PBL in the classroom.
机译：基于问题的学习（PBL）方法用于教授化学工程热力学的第一门课程（第一定律，第二定律，流体性质热力学）。将PBL与传统讲课方法和主动学习方法进行了比较，传统讲授方法和主动学习方法分别在PBL任期前后被同一位指导老师的任期用来教授同一门课程。通过传统的测试在所有三个班级中评估学生的学习水平，这些测试的结构旨在评估Bloom的高等教育规模的前四个级别：知识；理解;应用;和分析。与其他两种教学方法相比，使用学生课程和教师评估来评估Rose-Hulman学生对PBL方法的情感反应。根据考试结果，发现PBL在所有四个Bloom Level上至少与其他教学技术一样有效，但是PBL课程的教学评级明显低于直接讲授或主动学习方法。本演讲将比较PBL与其他教学方法的定量结果，并就在教室中使用PBL的其他好处和问题，发表作者的看法。

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