2014 | 5 | 1 | 476-480
Article title

Problemowa metoda nauczania jako forma zajęć na kierunku biotechnologia

Title variants
Problem method of teaching as a form of classes at the biotechnology study
Languages of publication
Obecny postęp wiedzy w dziedzinie nauk biotechnologicznych uniemożliwia prezentowanie całości materiału w procesie dydaktycznym i zmusza do weryfikacji metod nauczania. Ponadto współczesny gwałtowny rozwój biotechnologiczny wymusza konieczność ciągłej weryfikacji i aktualizacji wiedzy oraz uczenia się nowych metod doświadczalnych. Nauczanie i uczenie się w oparciu o rozwiązywanie złożonych i dobrze postawionych problemów biotechnologicznych daje studentom możliwość zdobycia wiedzy i umiejętności krytycznego myślenia, rozwiązywania problemów, samodzielnego zdobywania wiedzy oraz podejmowania decyzji w nowych sytuacjach, co zwiększa ich kompetencje zawodowe i pozwoli im sprostać wyzwaniom współczesności.
Current advances in knowledge in the field of biotechnology impossible to present all the material in the teaching process and forces to verify the methods of teaching. In addition, the rapid development of modern biotechnology necessitates constant review and updating of knowledge and learning new experimental methods. The purpose of problem-based learning is to encourage student development of critical thinking skills, problem-solving abilities, knowledge acquisition and make decisions in unfamiliar situations, which increases their professional competence and enables them to meet the challenges of today.
Physical description
  • Albanese M.A., Mitchell S. (1993), Problem-based Learning: A review of literature on its outcomes and implementation issues, “Academic Medicine”, 68, 52–81.
  • Barrows H. (1985), How to Design a Problem-Based Learning Curriculum for the Preclinical Years. New York: Springer.
  • Beers G.W. (2005), The effect of teaching method on objective test scores: problem-based learning versus lecture, “The Journal of Nursing Education”, 44(7), 305–309.
  • Berry A., Gunstone R., Loughran J., Mulhall P. (2001), Using laboratory work for purposeful learning about the practice of science [in:] Research in science educa-tion- past, present, and future, eds. H. Behrendt et al. (pp. 313–318). Dordrecht; Boston, Mass.: Kluwer Academic Publishers.
  • Das N., Sinha S. (2000), Problem-oriented small-group discussion in the teaching of biochemistry laboratory practicals, “Biochemical Education”, 28, 154–155.
  • Domin D. (1999), A review of laboratory instruction styles, “Journal of Chemical Education”, 76(4), 543–547.
  • Duch B.J. (1995), What is problem-based learning? About Teaching: A newsletter of the Center for Teaching Effectiveness, 47.
  • Engel J. (1991), Not just a method but a way of learning [in:] The Challenge of Problem-Based Learning, eds. D. Boud, G. Feletti (p. 21–31). London: Kogan Page.
  • Havdala R., Ashkenazi G. (2007), Coordination of theory and evidence: Effect of epistemological theories on students’ laboratory practice, “Journal of Research in Science Teaching”, 44(8), 1134–1159.
  • Lunetta V.N. (1998), The school science laboratory: Historical perspective and contexts for contem- porary teaching [in:] International handbook of science educa-tion, eds. B.J. Fraser, K.J. Tobin (pp. 249–262). Netherlands: Kluwer Academic Publishers.
  • Michel M.C., Bischoff A., Jakobs K.H. (2002), Comparison of problem – and lecture-based pharmacology teaching, “Trends in Pharmacological Sciences”, 23, 168–170.
  • Morgan A. (1983), Theoretical aspects of project based learning in higher education, “British Journal of Educational Technology”, 14(1), 68 – 78.
  • Parkinson J. (2004), Improving secondary science teaching, London: Routledge Falmer. (pp. 185–203).
  • Ryan G.L., Quinn C.N. (1994), Cognitive apprenticeship and problem based learning [in:] Reflections on Problem Based Learning, eds. S.E. Chen, R. Cowdroy, A. Kingsland, M. Ostwald (p. 15–33). Sydney: Australian Problem Based Learning Network
  • Taraban R., Box C., Myers R., Pollard R., Bowen C.W. (2007), Effects of active-learning experiences an achievement, attitudes, and behaviours in high school biology, “Journal of Research in Science Teaching”, 44(7), 960–979.
  • Wright H. (2007), Ten steps to innovation heaven, Marshall Cavendish Bussiness, CYAN, London.
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.