Date

2009

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

My study incorporated problem-based learning (PBL) into my curriculum to improve my own teaching and to enhance learning and critical thinking in students from a largely minority group. My literature review revealed that PBL can be a useful technique to improve critical thinking and problem-solving skills in students, although its benefits have not been completely confirmed. To investigate PBL's potential benefits for my own students, I used qualitative methods to collect and analyze data. I found that, overall, my students were mixed in their responses to this new teaching method: about half favored PBL and working in small groups, and about half favored lecture and working individually, possibly because neither the students nor I were experienced in the new method. My Action Plan is a semester course plan that incorporates and integrates both lecture and PBL in hopes of enhancing student learning.

Comments

Thesis (M.A.) Teacher Education Department

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