Home > Browse Issues > Vol.37 No.11
Practice Effects of PBL Teaching Model in Cell Engineering Curriculum
Du Qingping1, Shi Ying2, Xu Yanbin1*, Xiong Kairong1, Yang Zuoyi1
1School of Environmental Science and Engineering, Guangdong University of Technology, Guangzhou 510006, China;
2Department of Biology, Taiyuan Normal University, Taiyuan 030031, China
2Department of Biology, Taiyuan Normal University, Taiyuan 030031, China
Abstract: In the present study， we evaluated the learning effects of the junior undergraduate students in Cell Engineering course for the practice effects of PBL (project-based learning) teaching model from several main aspects， such as preparation before class， identification of the project， implementation of project， oral presentation (OP) and summarizing in class， and students’ evaluation for the teaching model. The results indicated that the main indexes on the learning and research interest of students， the collecting and analyzing abilities for relevant documents，participation times and width in class， abilities of knowledge acquisition were all improved in Cell Engineering curriculum with PBL teaching model. All the indexes were increased more than 20% in PBL curriculum compared to traditional curriculum. 82% of students thought their abilities of knowledge application were enhanced in PBL learning model. So the PBL learning model is a better way for the special curriculums of engineering students. But there were 18% of students thought they were not trained effectively in their abilities of knowledge application. So the optimal PBL curriculum teaching system in specialized course needs further improved.
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