Developing and Assessing Impact of Problem-Based Learning Materials

工程-机械（56）从国家研究理事会，卡内基基金会和国家科学基金会的最新报告建议，教师使用基于问题的学习（PBL）的教学方法在本科教育。文献声称，PBL方法具有内在的潜力，以促进解决问题，团队合作和沟通技巧，因此，它是上级传统的（基于主题的）学习方法。因此，这个项目的目标是开发一个基于PBL模型的原型PBL课程材料集，并使用这个模型来正式测试这一说法。为了实现这一目标，PI使用“良好”PBL问题的既定特征沿着以及编写PBL问题的经过验证的过程来完成以下工作：（a）为北达科他州州立大学（NDSU）的机械工程课程中的工程测量课程开发PBL材料;（B）采用形成性和总结性评估方法，评估本PBL课程对学生学习和技能发展的促进作用;（d）透过网站、唯读光碟和举办多个工作坊，向学术界发放经测试的以问题为基础的学习教材。总之，我们正在开发PBL课程材料，使用成熟的教学理念与合作伙伴的协助下，从领先的仪器仪表行业。一个由五名成员组成的独立委员会正在评估该项目的各个方面。这些委员会成员是来自五个不同机构的经验丰富的工程教育工作者。它们在项目的开发阶段提供评估数据，并在自己的地点测试PBL模块。传播计划包括为K-12学校教师、区域学院和大学院系以及部落学院院系安排的讲习班。关键词：基于问题的学习，探究式，PBL问题。

Engineering - Mechanical (56)The latest reports from the National Research Council, the Carnegie Foundation, and the National Science Foundation recommend that faculty use the problem-based learning (PBL) method of instruction in undergraduate education. The literature claims that the PBL method has inherent potential to foster problem-solving, teamwork, and communication skills and, therefore, it is superior to the traditional (subject-based) learning method. As a consequence, the goal of this project is to develop a prototype PBL set of course materials that is based on the PBL model, and use this model to formally test this claim. To accomplish this goal, the PI uses established characteristics of a "good" PBL problem along with proven processes for writing PBL problems to do the following: (a) develop PBL materials for a engineering measurements course in the mechanical engineering curriculum at North Dakota State University (NDSU); (b) evaluat, using both formative and summative assessment methods, the enhancement in student learning and skills development from this PBL course ; (c) evaluate the project outcomes using the results from five independent institutions; and (d) disseminate the tested PBL educational materials through a web site, CD-ROM, and several workshops to the academic community. In summary, we are developing PBL course materials using proven pedagogical concepts with the assistance of partners from leading instrumentation industry. An independent five-member committee is evaluating all aspects of the project. These committee members are experienced engineering educators from five different institutions. They are providing assessment data during the development phase of the project and testing the PBL modules at their own sites. The dissemination plan includes workshops scheduled for K-12 school teachers, regional colleges and university faculties, and tribal college faculties. Key words: Problem-based learning, inquiry-based, PBL problems.