From projects to problems


Projects are a familiar feature of physics curricula and many courses include one or more group projects as a way of developing group work skills, if not for teaching physics. Problem-based learning on the other hand, which is designed primarily to teach physics while enhancing group work skills, is not so familiar. In this article we shall show how project work can be developed rather simply into problem-based learning by contextualising the project in terms of a problem and a viewpoint. The examples given will be based on developments of first and second year courses at Leicester to integrate practical, computational and theoretical work within the programme of specialist options. The benefits to staff and students will be discussed

Similar works

This paper was published in University of Leicester Open Journals.

Having an issue?

Is data on this page outdated, violates copyrights or anything else? Report the problem now and we will take corresponding actions after reviewing your request.