Problem‐Based Learning and Creative Instructional Approaches for Laboratory Exercises in Introductory Crop Science

Abstract

The implementation of problem-based learning (PBL) and other inquiry-driven educational techniques is often resisted by both faculty and students, who may not be comfortable with this learning/instructional style. We present here a hybrid approach, which combines elements of expository education with inquiry-driven laboratory exercises and educational games. A web-assisted instruction was also used during two of the four quarters when this introductory crop science course was offered in this format. The hybrid approach was developed to ease the transition to PBL. Because students' attitudes toward the course often contribute to the learning outcome, their responses to the course were evaluated based on a standard questionnaire. The results indicate that students' attitudes toward the effectiveness of learning correlated mostly with their attitude toward the instructor, even though both instructors used similar teaching techniques.