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| New Directions for Teaching… | 3 |
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| Journal Articles | 3 |
| Reports - Descriptive | 3 |
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Peer reviewedRangachari, P. K. – New Directions for Teaching and Learning, 1996
Use of problem-based learning in a large upper-division general education class at McMaster University (Canada) provides opportunities for students to identify and practice skills for inquiry into societal problems and solutions. Classroom techniques and processes preserve the essence of problem-based learning despite the fact that the class is…
Descriptors: Classroom Techniques, College Instruction, Course Descriptions, Educational Strategies
Peer reviewedPincus, Karen V. – New Directions for Teaching and Learning, 1995
A new approach to introductory accounting at the University of Southern California teaches students to view issues from varied perspectives, broadens exposure to unstructured problems with more than one solution approach, and places accounting in real-world context. It has increased enrollment and persistence and attracted new students to the…
Descriptors: Accounting, Active Learning, College Instruction, Course Descriptions
Peer reviewedSeltzer, Stan; And Others – New Directions for Teaching and Learning, 1996
Calculus can be taught using meaningful problems and active participation, with provocative problem situations and large-scale projects. An Ithaca College (New York) introductory calculus course uses this problem-based learning approach to develop understanding of central concepts (differentiation, integration, approximation) with less of the…
Descriptors: Calculus, Class Activities, Classroom Techniques, College Instruction
