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Related Concept Videos

Problem-Solving01:29

Problem-Solving

Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...
Method of Sections: Problem Solving I01:27

Method of Sections: Problem Solving I

Consider a symmetrical roof truss structure, composed of vertical, diagonal, and horizontal members. The length of each horizontal member is 4 m. The lengths of the vertical members FB and HD are 4 m, while the length of member GC is 6 m. The loads acting at joints F, G, and H are 2 kN, while those at joints A and E are 1 kN.
Method of Sections: Problem Solving II01:30

Method of Sections: Problem Solving II

Consider an arbitrary truss structure composed of diagonal, vertical, and horizontal members fixed to the wall. To calculate the force acting on members CB, GB, and GH, method of sections can be used. The loads and lengths of the horizontal and vertical members are known parameters, as shown in the figure.
Impact: Problem Solving01:26

Impact: Problem Solving

In an experiment conducted during a Mars mission, a rover propels a projectile with an initial velocity, and the projectile rebounds after colliding with the Martian surface. To ascertain the maximum height attained by the projectile after this collision, the known restitution coefficient and acceleration due to gravity are employed.
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Statically Indeterminate Problem Solving01:16

Statically Indeterminate Problem Solving

Statically indeterminate problems are those where statics alone can not determine the internal forces or reactions. Consider a structure comprising two cylindrical rods made of steel and brass. These rods are joined at point B and restrained by rigid supports at points A and C. Now, the reactions at points A and C and the deflection at point B are to be determined. This rod structure is classified as statically indeterminate as the structure has more supports than are necessary for maintaining...

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Can problem-based learning address content and process?*.

Mary McCarthy Hintz1

  • 1Department of Chemistry, California State University, Sacramento, California 95819-6057. mccarthy@csus.edu.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology
|June 4, 2011
PubMed
Summary

Problem-based learning in biochemistry courses enhances student engagement. Literature-based learning, not traditional lectures, significantly boosts involvement in the learning process.

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Biochemistry Education
  • Pedagogical Strategies
  • Undergraduate Science Teaching

Background:

  • Traditional biochemistry courses often focus heavily on content delivery.
  • Problem-based learning (PBL) offers an alternative pedagogical approach.
  • Evaluating different PBL strategies is crucial for optimizing science education.

Purpose of the Study:

  • To compare three pedagogical strategies in a nonmajors biochemistry course.
  • To assess the impact of literature-based learning versus lecture-based learning.
  • To evaluate student involvement and learning outcomes across different teaching methods.

Main Methods:

  • Three course versions were implemented: exclusively literature-based, supplemented literature-based, and lecture-based with literature analysis.
  • Student learning was assessed through classroom evaluations focusing on process and content.
  • Post-course interviews were conducted to gather qualitative feedback.

Main Results:

  • Student evaluations showed no significant preference for any course format.
  • Literature-based learning formats increased student involvement in their own learning.
  • Supplementing lectures with literature analysis did not empower students to self-manage learning.

Conclusions:

  • Literature-based learning effectively increases student engagement in biochemistry.
  • A balanced approach to content and process is achievable with literature-based methods.
  • Purely lecture-based or minimally supplemented approaches may not foster independent learning skills.