Can Problem-based Instruction Stimulate Higher Order Thinking? | NSTA

Can Problem-based Instruction Stimulate Higher Order Thinking?

Journal of College Science Teaching—March/April 2002

One of two Instrumental Analysis Laboratory sections at Northern Arizona University was converted from its traditional format into a problem-based format, adding elements of authentic, investigative, and cooperative learning. The project was conceived in response to a call for greater student engagement in the learning process, with a goal of stimulating higher-order thinking skills in laboratory students.

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