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Welcome to BME 210 Physiological Transport Phenomena Fall 2008

This study investigates the impact of traditional versus challenge-based learning in BME 210 during Fall 2008. The results indicate that while both high-performance learning (HPL) and traditional students achieved similar knowledge gains, HPL students showed significant improvements in innovative thinking skills (p < 0.01). This research underscores how effectively students can apply their knowledge to solve complex, open-ended problems, demonstrating higher efficiency in using governing principles (p < 0.001). Active learning methods like the Challenge Legacy Cycle foster a deeper understanding in students.

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Welcome to BME 210 Physiological Transport Phenomena Fall 2008

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  1. Welcome to BME 210Physiological Transport PhenomenaFall 2008 Robert J. Roselli

  2. Traditional vs. challenge-based learning

  3. Methods: Posttest vs. Pretest 1) Knowledge Questions: 6 multiple choice 2) Open Ended Problem “Results show that HPL and traditional students made equivalent knowledge gains, but that HPL students demonstrated significantly greater improvement in innovative thinking abilities.”

  4. p < 0.01 Innovation: This score reflects how effectively students are able to apply their knowledge base and analysis tools to devise a wise strategy for solving a difficult open ended problem.

  5. p < 0.001 Efficiency: This score examines whether students applied appropriate governing principles and constitutive equations to model the process.

  6. The Challenge Legacy Cycle Multiple Perspectives Generate Ideas Research & Revise Test your mettle Go Public

  7. Active In-Class Learning Bring pencil, paper, calculator/laptop to class.

  8. Formative Assessment:TurningPoint http://www.turningtechnologies.com Your choice: XR Response Card RF Response Card

  9. Student Performancevs.Class Participation BME 210 Fall 2001

  10. Participation Groups BME 210, Fall 2001

  11. Homework Performance vs. Participation Group BME 210, Fall 2001

  12. Exam Performance vs. Participation Group BME 210, Fall 2001

  13. Final Exam Performance vs. Participation Group BME 210, Fall 2001

  14. Final Grade vs. Participation Group BME 210, Fall 2001

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