|Published online: March 31, 2015||$US5.00|
To better engage students in learning and equip them with analytical skills to work in clinical laboratories, the final-year curriculum offered in a 3-year diploma program at one of the polytechnics in Singapore was redesigned, from a modular system into a year-long program since 2006 using constructivist perspectives. The program started with a case-based learning approach, followed by experiential learning, and ended with a problem-based learning approach. After implementing the year-long program for 6 years, a study was conducted to review the program. Results based on a total of 15 interviews conducted at the end of each learning phases in the program show that the redesigned curriculum had enhanced student engagement and meaningful learning.
|Keywords:||Meaningful Learning, Problem-Based Learning, Experiential Learning, Case-Based Learning|
The International Journal of Pedagogy and Curriculum, Volume 22, Issue 2, June 2015, pp.1-13. Article: Print (Spiral Bound). Published online: March 31, 2015 (Article: Electronic (PDF File; 577.826KB)).
Lecturer, School of Applied Science, Temasek Polytechnic, Singapore