<実践報告>学生の主体的学びの確立に向けた授業方法の改善 : 教養ゼミへのPBLの導入

Abstract

Problem-based learning (PBL) is one of the active and self-directed learning methods. At Hiroshima University, the first-year seminar in liberal arts education was recommended to introduce the PBL teaching method for developing students' problem-finding and solving skills, as well as their communication and discussion skills. Since 2010, PBL course materials are being developed and disseminates through the faculty development workshops. Thus far, 5 of 11 faculties have systematically introduced PBL to the first-year seminar. In this article, we examine the historical background of PBL introduction to the first-year seminar, the implementation methods, content of course materials and faculty development workshops, and the outcomes and problems. As a result of this study, we found statistically significant differences between PBL and non PBL classes in terms of students' learning outcomes, specifically problem-finding skills and diversity of perspectives.