I taught all my courses with problem-based classroom activites for over well over 10 years. Of course I thought it was a good investment of classroom time for most of the reasons mentioned in this forum. Besides, it was LOTS more interesting and challenging to me than to just stand there and recite the contents of the textbook. I eventually gave it up because of increasing effort required to fight local battles over it and the amount of spilled blood that resulted.
Problems: It runs counter to the memorize-and-recite expectations of students. A significant number did not like it. Those opinions were reflected on student evaluations. Student who do not put forth effort to learn problem solving don't learn much (do they learn under *any* learning style?). Also, the approach does not help students learn to memorize facts and recite them on the usual multiple-choice questions that appear on "standardized" exams. Attractions: Bright, motivated students learned skills that weren't taught anywhere else. They thanked me for it. The courses attracted a number of Phi Beta Kappa types and high achievers from other majors. Dr. Don Scott CPO 102, Wofford College 429 N Church St Spartanburg, Sc 29303-3663 (864) 597-4643 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
