Applying the Problem-Based Learning Approach to Teach Elementary Circuit Analysis

Abstract

Problem-based learning (PBL) is a motivating, problem-centered teaching method. The methodology and its application to education in elementary circuit analysis is discussed in detail. Because of administrative constraints, the implemented course does not strictly adhere to the PBL methodology in the sense that the course curriculum is strictly defined. Also, the PBL students take the same exam as the students in the traditional form of the course. The learning experience in the two course forms is compared via a questionnaire response and exam results. This comparison of the two groups seems to indicate that the PBL method is a better way of imparting education in circuit analysis, or even technology in general. The PBL students appear to grasp better the details and the overall picture of the issues taught. In addition to the subject matter, the PBL course students learn social skills through interaction in small groups, how to identify and define a problem, and how to look for and filter out relevant information. Presentation skills are also practiced

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