Comparing Challenge-Based and Traditional Instruction in Biomedical Engineering
نویسندگان
چکیده
1 Department of Curriculum and Instruction, [email protected] 2 Department of Curriculum and Instruction, [email protected] 3 Department of Biomedical Engineering, [email protected] Abstract This paper presents the results of a study comparing student learning in a challenge-based and a traditional course in biotransport. Collaborating learning scientists and biomedical engineers designed a challengebased method of instruction that followed learning principles presented in the U.S. National Research Council report “How People Learn.” In this study, the intervention group was taught a core biomedical engineering course in biotransport using this method. The control group was taught by traditional didactic lecture methods. The study compared the two methods’ effects on the early development of adaptive expertise (AE). AE requires a combination of two types of engineering skills: the ability to use subject knowledge appropriately and efficiently (efficiency) and the ability to think innovatively in new contexts (innovation). Therefore, student learning in biotransport was measured on both efficiency innovation on a preand a posttest. Students in the challenge-based instruction (CBI) and traditional groups’ test scores were compared. Results show that CBI students made greater gains in both efficiency and innovation. We discuss these results in terms of their implications for improving undergraduate engineering education.
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Ac 2007-53: Comparison of Student Learning in Challenge-based and Traditional Instruction in Biotransport Engineering Classrooms
This paper compares student learning in challenge-based and traditional engineering classrooms from the perspective of adaptive expertise. Collaborating learning scientists and biomedical engineers designed and implemented a challenge-based method of instruction that followed learning principles presented in the National Research Council report “How People Learn” (HPL). The study was conducted ...
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