Bioanalytical Chemistry: Model for a Fully Integrated Problem-Based Learning Approach

摘要

This chapter describes an advanced analytical undergraduate elective at Northeastern University entitled "Bioanalytical Chemistry," which is based on the problem-based learning (PBL) model of instruction. Bioanalytical Chemistry has been offered three times (2001, 2004, and 2006) since 2001 to classes ranging in size from four to fourteen undergraduates. In this semi-structured experiential learning course, students work for a semester in teams of 3-5 members on genuine analytical research problems using research-grade analytical instrumentation. A number of learning techniques including weekly group meetings, job safety analyses, and reflective journals provide supportive scaffolding for students and the instructor, whose principal role is that of a facilitator and coach. Summative assessment data for the period 2001 -2006 document the efficacy of this approach in promoting higher level cognitive learning and provide insight into how and why this methodology works.