Self-directed learning is defined as “student’s preparedness to engage in learning activities defined by the student, rather than by the teacher” self-reflective learning is defined as "the extent to which learners are metacognitively, motivationally, and behaviorally active in their own learning process". PBL pedagogy has been shown to help students develop both self-directed learning (SDL) and self-reflective learning (SRL) skills, which research has shown is critical. Part of the impetus and motivation for utilizing this pedagogy is that PBL more closely mirrors the way science is actually done. Project-based quantum mechanics carries this philosophy forward to an upper division course for physics majors. An excellent online repository of PBL "problems" or projects in various disciplines can be found here. Students learn to search for outside informationĪlthough PBL originally began as a new model for instruction in medical schools, researchers at the University of Delaware like Barabara Dutch did groundbreaking work adapting its use to the introductory physics classroom. Not all information is given students need to make assumptions and estimates Problems are complex and based on real-world scenarios What is project-based learning? To put it simply, project-based learning or PBL is an active-engagement strategy characterized by What does this mean? Well, first of all, it means no lectures! Think of this as an experiment in a completely student-centered active learning. Since fall 2011 quantum mechanics (the one-semester upper division course for physics majors) at Creighton University has been taught solely using project-based pedagogy. Physics & Engineering 3-2 Dual Degree Program
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