Development of a Problem-based Learning Model for Transitioning Undergraduate Students from Classroom to Research

Kendrew Kin-Wah Mak
Kevin Wing-Por Leung
Wing Fat Chan
Yu San Cheung

The Chinese University of Hong Kong, Hong Kong

 

Abstract:

Besides the subject-dependent professional skills and knowledge, generic skills such as critical thinking, problem solving, self-motivated learning, and interpersonal and communicative skills, etc, are always perceived by both educators and employers as important capabilities that students should possess.

Problem-based Learning (PBL) has been introduced into the Chemistry Undergraduate curriculum as compulsory research-based final-year projects to enrich students’ learning, and to allow them to gain intensive experience on independent scientific research. With the support provided by the Teaching Development Grants, we have developed a comprehensive teaching model and supporting teaching & learning platforms and materials to support and facilitate the implementation of this problem-based learning course.

A comprehensive set of teaching and learning activities and assessment methods has been designed and implemented to promote students to achieve the core learning goals. We have blended some learning environments of the research-based postgraduate study into this PBL course to train the students to become researchers.

To enhance students’ learning effectiveness and facilitate the conduction of the research-based student projects, a specific e-learning platform (running on Moodle) and some relevant on-line teaching materials have been developed. The on-line materials aimed to enhance students’ research skills such as literature searching, advanced laboratory techniques, professional oral and written presentation skills, and project planning and management skills.